Navigate: LMS Reporting Quest

posted May 18, 2016, 7:45 AM by Emily Kroutil   [ updated May 19, 2016, 8:03 AM ]
Haiku has a few methods for viewing and reporting grades.  Starting small, and working my way up, I can infer a variety of things from their grades:

Each assessment allows you to view a student's individual performance (their score, which answers they chose/provided, etc.).  

You can also take a global look at the assessment and see which choices were most commonly chosen by the students and the overall question statistics.  I find this particularly helpful because if students are getting a question incorrect, I like to know WHY.  Do they have no idea because they didn't study?  Do they have no idea because they don't understand what they studied?  Was the question unclear?  Was one answer choice deceptive for some reason? etc etc. This is a super important feature and I'm sad I just discovered it this year!

Within the gradebook, I have it set to display grades for all versions of a quiz.  That way, I can see if the student has improved for that section.  Did our discussion of their quiz A help their understanding of the material and their grade on quiz B reflects this?  Or, is there still something they don't understand?  Did they understand the material well the first time (Did individuals make 100% the first time around?  Did lots of students make 100% the first time around?) or did the bulk of the students require the B quiz or even the C quiz?  These are all things I can find out simply from viewing the gradebook.

Then, of course, I can see their performance throughout the course and their quiz grades from the entire course.  Were their quiz grades abyssmal in the beginning, but once they got the hang of the format, get better?  Were their quiz grades continually poor, suggesting that they don't understand the material, don't do what they need to do on their end, or maybe even have a learning disability that makes this format or these assessments difficult for them?  Did their grades start high and then slowly decrease, suggesting that they need a little more motivation?  Are their grades always good and I can breathe a sigh of relief that I don't have to worry about that kiddo?  Does one grade drastically differ from the others suggesting that they cheated or understood this section particularly well or really did not get the hang of this section AT ALL?  I can find answers to many of these questions by looking at their grades as a whole.

As far as which one of these levels is the most important.  That's hard to say.  I have to say that it is important to utilize all of these methods to get a full picture of how the students are doing as individuals, how they are doing as a group, and how effective or ineffective my teaching is.  If I don't look at all of these things and reflect on each level, I might miss a valuable opportunity to catch a student that might slip through the cracks or to improve my course.  This is especially important when teaching a course that is 100% online, because I won't get the chance to observe the students in class.