ABSTRACT

Teacher dashboards provide real-time information about students’ performance and progress, which help K-12 teachers to adjust feedback to student’ specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student’ learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, process feedback is considered most effective yet is relatively scarce. In order to understand how dashboards influence the type and allocation of feedback, we compared characteristics of feedback given after dashboard consultation (dashboard-prompted feedback) to feedback triggered by teachers themselves or in response to students’ questions (human-prompted feedback) in thirty-five K-12 classrooms. Results showed that dashboards led to equal amounts of task and process feedback, while human-prompts led to much more task than process feedback and this difference was especially large for low-ability students. Hence the different types of dashboard-prompted feedback were more equally distributed among students of different ability levels. These results indicate that dashboards can have an important equalizing effect on teacher feedback practices.

摘要

教师仪表板提供有关学生表现和进度的实时信息，帮助 K-12 教师根据学生在学习过程中的具体需求调整反馈。先前的研究表明，教师如何提供反馈存在两个问题：（i）教师并不总是选择最有效的反馈来支持学生的学习；（ii）反馈没有平等地分配给不同能力的学生。具体来说，过程反馈被认为是最有效的，但相对较少。为了了解仪表板如何影响类型和分配关于反馈，我们将仪表板咨询后给出的反馈（仪表板提示反馈）与教师自己触发的反馈或针对学生的问题（人工提示反馈）在 35 个 K-12 教室中进行比较。结果表明，仪表板带来了同等数量的任务和流程反馈，而人工提示带来的任务多于流程反馈，这种差异对于能力较低的学生来说尤其大。因此，不同类型的仪表板提示反馈在不同能力水平的学生之间分布更加均匀。这些结果表明，仪表板可以对教师反馈实践产生重要的均衡作用。