NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1422866
Record Type: Journal
Publication Date: 2024
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0380-2361
EISSN: EISSN-1918-5979
Digital Dashboards for Summative Assessment and Indicators Misinterpretation: A Case Study
Matthieu Cisel
Canadian Journal of Education, v47 n1 p86-112 2024
Over the last decade, teachers in France have been increasingly pressured to use digital learning environments, and to shift from grade-based to skill-based assessment. Educational dashboards, which measure student input electronically, could foster such a transition by providing insights into learners' performances. However, such dashboards could also foster data misinterpretation during the summative assessment process, should the indicators that they display be used without a proper understanding of what they reflect. This article presents a methodology to detect potential mistakes in the interpretation of the indicators in the context of inquiry-based learning. During the design of a learning environment, we analyzed, through analytics and classroom observations in primary and middle schools, the issues that could arise from the use of a dashboard. Our data suggest that the amount of information practitioners needed to collect to make indicators relevant was burdensome, making the dashboard unfit for assessment purposes at the scale of a classroom.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://cje-rce.ca/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France
Grant or Contract Numbers: N/A