Domain B Literature Review

Yvette Rodriguez
National University

In partial fulfillment of the requirements for

TED 690 – Capstone Course
Prof Carole Shepherd, M. Ed.
 Abstract

Domain B literature review looks into the concept of having students analyze their own data

results from online testing forums. This review will question whether students benefit from

looking at their results and able to modify their learning by knowing their results. This may assist

teachers in modifying their own lessons by placing the modifying in the student’s hands. Data

inquiry should not be halted, but rather shared more often with students for them to learn from

their mistakes.
Literature Review: Beyond performance data: Improving student help seeking by collecting
and displaying influential data in an online middle-school science
curriculum.

Author: Samantha Daley, Garron Hillaire, and LeeAnn Sutherland

Journal: British Journal of Educational Technology

The use of the data that educators receive after giving any type of assessment is crucial to

the next steps of lesson planning. Rather than giving a multiple-choice exam, provide them with

an exam that gives feedback and scoring for students to reflect on. With technology making it

possible for various types of scoring, feedback embedded in the forum, and display data not only

for the teacher, but for the students themselves. Based on this article, we can determine that

students are able to analyze the data and interpret the data that is provided by the online

environment of their exam.

Although we sometimes think as educators that it is only us who are capable of reading

data from online exams, through this study we see that students are able to as well. “With the

ability to collect and display more and richer information about students’ learning in online

environments comes opportunity to broaden types of feedback that inform students’ approaches

to learning. Information can be made available to teachers to guide instructional decision

making, as is typical through formative assessment and, in a critical change to the landscape, can

be made actionable for students.” (2016) With the use of various tools such as hints, correct or

wrong answer feedback, and multiple attempts at a question, students were appreciative of the

opportunity. They took look at the data they receive and make adjustments to their testing skills

after seeing the results.

Educators must figure out which online platform suits best for their classroom

environment as well. One must not lean too hard on very cushiony, extra support to their exams,
but not rely just on multiple choice questions. “Online learning environments typically include

some kind of embedded help features, whether online glossaries, context-specific hint buttons,

access to background material or other approaches to providing students with assistance in

completing their work.” (2016) Therefore, with the embedded background information of the

student will help the teacher keen in on the learning variables of their lesson such as income and

household living.

But the most important reason to provide feedback and data back to the students is that

“Incorporating assessment, feedback and reflection specifically about help-seeking behaviors

seems a largely untried but potentially powerful approach to improving help seeking and

encouraging transferable self-regulatory skills.” (2016) Although the system itself might not be

able to recognize the importance of student background and its effects on the student, the

students can still be supported through the exposure regardless of their background.

With the use of these features embedded within the exam showed that the students

utilized the tools from 0-83%, which made it hard to read the benefits of the tools. Students were

generally successful when they observed the data from their peers. They often responded, “it was

hard for them.” (2016) The students offered input in which would assist the sample students with

scoring better on the next exam. This showed that they could also analyze their own personal

data and make adjustments from there as well.

As we continue to experiment with the concepts of student analyzing result data from

online testing, we should encourage students to dive deeper into their results. “Most could go

beyond identifying this information to making meaningful interpretations about how they should

proceed in the online environment, with just over half identifying the need to use more supports

as they continued.” (2017) With this, as educators, we can rely less on ourselves as educators,
and more on the student’s style of learning. We can continue to provide them with support

through our lessons, guided information within the exam module, and feedback. But it seems the

newest trend of having the students review their work is beneficial as well. Let them be in charge

of their learning, and we’d be surprised with what they come up with next.
 Reference
Daley, S., Hillaire, G., & Sutherland, L. (2016). Beyond performance data: Improving student
help seeking by collecting and displaying influential data in an online middle‐school
science curriculum. British Journal of Educational Technology, 47(1), 121-134.