Data for Interventions
The successful online educator:
Uses quantitative and qualitative data and digital tools to analyze learner engagement and performance and to inform improvements to their course and content delivery to achieve learner growth.
NSQOT: D1, F3
OTS: 1.7, 2.4
Reflection: Explain what you have done in your professional experience to address these indicators and include reasoning for why you chose this evidence.
When I think of data analysis I think of being able to identify, interpret and evaluate student performance. Using data to help assess progress involves collecting evidence for understanding is important in how we determine student performance. It’s a mapping of student progress and pace, checking to see if goals have been met and what direction to take in further instruction. In regard to assessments formative assignments are less tangible and low risk, what I find the most helpful in gauging level of understanding. Summative assessments, in contrast, are more precise, giving an exact score achievement as in end of unit exams. For gathering quantitative data we are looking at numbers specifically. It is a look at the progress of all students to get a snapshot of an overall product. This is important in validating the curriculum and assessments incorporated in instruction. Quantitative data is more broad in answering questions like ‘Why are some students having difficulty with the end of unit exam’. In my courses I like to use the analytics tool to be able to follow student effort, amount of login time, missing assignments and other details. In my previous online courses I taught the analytic feature looked different in Canvas than what I have now. This feature allowed me to see the number of page views per week, amount of participation in completing activities, dates students read and responded to my messages and other feedback. The Canvas tool I use now is similar and helpful in following student progress in the course. (see two images below)
As noted in D1 I am aware of quantitative and qualitative analysis in identifying student needs with quantitative being number specific and qualitative being more broad questions of ‘why’ and ‘how’ to help the students who are not on target. In regard to student support services I send messages to coordinators of inactive students though for the students that regularly attend my zoom sessions, I have been able to work individually. For this indicator if a student appears to have a difficulty as in speech impairment I would consult with support services though I have not seen this in my courses this year. I am meeting this indicator by using the tools in the LMS Canvas system to monitor the progress of a student and to decide a course of action to take in order to improve student performance.
The focus is to collect the data. This can be how students learn and also what they are learning or have learned. Results from assessments can be beneficial in determining the needs of the student as well as helping the teacher be aware of any instructional adjustments that may be needed. Review and prompt feedback is also vital to the student stakeholders.
For students in my advisory this year my team would meet to determine which students needed extra help. We then set up tutor times with other students from higher grades. These tutor sessions were supervised by one of the members on our team. We also recently included students from UVM that are in education programs at their school and are also finishing their programs of study.
Where are you now in reaching mastery of these indicators? Explain your reasoning.
Approaching / Meeting / Exceeding
I am meeting mastery in this indicator. I use data in my course to determine needs of student and a gauge to making sure I am aware of student performance. When I view little activity in Analytics in Canvas I become aware of a problem and reach out to stakeholders with follow-up of the student progress.
CEU Online Teaching Best Practices
Links for Troubleshooting
Grading and feedback, averages, sending messages to students with missing work