Feedback practices with teacher dashboards in primary education: Exploring dashboard-prompted feedback across lesson phases

Computers & Education, vol. 249, pp. 105615

Abstract

In primary education, adaptive learning technologies (ALTs) personalise tasks and provide teacher dashboards that visualise real-time student performance and progress. These dashboards can help teachers to provide targeted, real-time feedback based on the dashboard data, a practice known as dashboard-prompted feedback (DP-feedback). This study examined how teachers give different types of DP-feedback (task, process, metacognitive, social, and personal) across different lesson phases (e.g., instruction, guided practice, independent practice). We observed 25 teachers giving dashboard-supported mathematics lessons in primary education. Using visualised behavioural clustering, we analysed the distribution of teachers' DP-feedback across lesson phases. Our results showed that DP-feedback mainly consisted of task and process feedback and was mostly provided in the later phases of the lessons. Three clusters of DP-feedback were identified: feedback provided in one, two, or three lesson phases. No significant relationship was found between the type of feedback and the number of lesson phases in which DP-feedback was given. In addition, we explored the relationship between the clusters and teacher characteristics. Overall, teachers’ dashboard use differed primarily in when DP-feedback was enacted across lesson phases, rather than in which feedback types were used, highlighting the relevance of phase-sensitive support and technology-specific experience.

Authors 5

1. Monique Van Kessel corresponding Aachen

   Leiden University

   Affiliation as printed

   ICLON Graduate School of Teaching, Leiden University, Kolffpad 1, 2333BN, Leiden, Netherlands

2. Carolien A. N. Knoop‐van Campen

   Radboud University Nijmegen

   Affiliation as printed

   Behavioural Science Institute, Radboud University, Nijmegen, Netherlands

3. Mario de Jonge Aachen

   Leiden University

   Affiliation as printed

   ICLON Graduate School of Teaching, Leiden University, Kolffpad 1, 2333BN, Leiden, Netherlands

4. Inge Molenaar

   Radboud University Nijmegen

   Affiliation as printed

   Behavioural Science Institute, Radboud University, Nijmegen, Netherlands

5. Nadira Saab Aachen

   Leiden University

   Affiliation as printed

   ICLON Graduate School of Teaching, Leiden University, Kolffpad 1, 2333BN, Leiden, Netherlands