Monitoring, supporting, and engaging students based on the evidence generated by digital technologies

These rubrics are two-dimensional, encompassing assessment criteria (one in each row) and performance levels (one in each column), and allow for different weightings for different components.

A general statement that describes the desired knowledge, skills, and behaviours of a student graduating from a program (or completing a course). Competencies commonly define the applied skills and knowledge that enable people to successfully perform in professional, educational, and other life contexts (Gosselin, 2020).

In the context of this framework, data is understood as the information we collect about students which may come from numerous forms, e.g., tests, learners’ interaction with learning resources or activities, etc.

In the context of this framework, data is the information we collect about students. It can come from forms, tests, learners’ interaction with learning resources or activities, etc.

The ability to find, evaluate and read data critically, often beyond their numerical and quantitative form. Learning analytics focuses on the collection and generation of learners’ data to improve teaching and learning experiences. However, it depends on teachers’ and learners’ digital literacy skills whether LA-generated data informs teaching and learning or not. 

Information and data of value to an investigation that is stored on, received or transmitted by an electronic device (Electronic CSI, 2008).     

 Evidence-based learning and teaching, as described by the EUA report (2020) includes several steps: (1) decision of the question to address, (2) collection and analysis of the evidence, (3) design, objectives and assessment indicators, (4) implementation and practice, (5) taking decisions based on evidence to improve the process (Emplit & Zhang, 2020).

Learning analytics

Learning analytics dashboard

According to The Glossary of Education Reform, learner engagement “refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their education.” This definition does not concern only students but also school leaders, educators and any other external factors that might “engage” learners in the design and in the decision-making process about their learning. Learners’ engagement is concerned with the relation between the time and effort that has been invested in optimising the learning experience. Engagement can be found in behaviours, thinking processes and signs of emotion. In other words, engagement is perceived as a behavioural, cognitive and emotional dimension.