The LMS Reporting quest expands upon reporting methodology in the context of evaluating students, courses, teachers, and programs.
The Learning Management Systems provide tools to aggregate data at the student, course, teacher, and program level. The report can be formative or summative data and are incorporated at various levels within an LMS. This quest focuses on the reporting features that can be completed in a LMS, and formal activity will center upon reporting methodology in the context of evaluating students, courses, teachers, and programs. This section will discuss things you should look for from a tool perspective.
Participants secure a distinction between the various modes of using LMS for grade reporting and analytics.
A number of educational institutions have increased their focus on analtyics, which takes reporting to the next level. The use of analytics remains a relatively new topic and product offering for the large LMS vendors, and many are branding these products as a separate purchase/component of the LMS.
Other schools opted to develop their own program or purchase an analytics product outside of the LMS. This data is extracted from the LMS as a stand alone or incorporated in to their Student Information System (SIS) for processing and evaluating through a dashboard or reporting tools within the SIS.
The following article discusses the Signals Program at Purdue University. The system uses qualitative data from teachers and quantitative data from courses to provide a snapshot in time of where a student’s performance/progress is in a course. The student can contact support services for help. The support services agent knows immediately if the student is in one of three categories (red, yellow, green). Instructors can then examine the data and isolate specific areas of weakness to offer better support and ensure student mastery.
Using the resources above, consider the role of analytics and reporting from a teacher’s perspective. Information that is gathered through reporting and/or analytical data analysis can prompt teachers to use differentiation to facilitate learner progress and assist in stakeholder communication. Administrators use the analysis to inform them about teacher effectiveness, and/or advise them about course or program effectiveness.
Consider the LMS explored during the Navigate skill. Then, in your blog, discuss the following: What are the options for grade reporting? Are there various levels? Which levels remain most valuable for the online instructor in regard to student performance?
After completing a blog post that meets the requirements of this quest, submit the link to your post in the Submission Form at the bottom of this page.
Next, as a courtesy to fellow TOOL participants, join the Navigate 3.1.4 LMS Reporting Forum and share the link to your post. Upon sharing the link with fellow TOOL participants, consider providing helpful feedback to others regarding this topic.
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*The submission of the Navigate 3.1.4 activity marks the quest complete in TOOL, and the successful submission of all quests within the Navigate skill will enable participants to self-award badges.