Stakeholder perspectives on graphical tools for visualising student assessment and feedback data

Keywords: academic analytics, learning analytics, data visualisation, external examiners, feedback, higher education, student perspectives

Abstract

This paper contributes to the development of learning and academic analytics in Higher Education (HE) by researching how four graphical visualisation methods can be used to present student assessment and feedback data to five stakeholder groups, including students, external examiners and industrialists. The visualisations and underlying data sets are described, together with the results of a questionnaire designed to elicit the perspectives of the stakeholder groups on the potential value of the visualisations. Key findings of this study are that external examiners agree that the visualisations help them to carry out their role and students concur that they can assist with study organisation, relative performance assessment against the wider cohort and even module choice. All stakeholder groups were positive about the benefits of graphical visualisations in this HE context and supported an increased use of visualisations to assist with data interpretation.

(Published: 30 July 2018)

Citation: Research in Learning Technology 2018, 26: 1997 - http://dx.doi.org/10.25304/rlt.v26.1997

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Author Biography

Luciana Dalla Valle, University of Plymouth

School of Computing, Electronics and Mathematics

Lecturer in Statistics

Published
2018-07-30
How to Cite
Dalla Valle, L., Stander, J., Gresty, K., Eales, J., & Wei, Y. (2018). Stakeholder perspectives on graphical tools for visualising student assessment and feedback data. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.1997
Section
Original Research Articles