CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Assessment and visualization of LOs through the CA tool facilitate targeted feedback to students and enable instructors to adjust pedagogical practices based on evidence, contributing to continuous improvement. → Mónica Hernández-Campos 2026
Evidence¶
Mónica Hernández-Campos 2026¶
Mónica Hernández-Campos, Isabel Hilliger and Francisco José García-Peñalvo. (2026). Assessing 21st Century Competencies: A Two-Case Study on Curriculum Analytics to Inform Continuous Improvement in Higher Education. Journal of Learning Analytics 13(1). https://doi.org/10.18608/jla.2026.9131
q2 · i? · qualitative · r2
Cross-case qualitative finding (RQ1-1) from interviews, cognitive walkthroughs, and improvement-plan documents at two universities, with n = 46 extracts (42.6%) at U1 and n = 62 (57.4%) at U2. The finding states the CA tool makes "student performance more transparent and actionable."
"The assessment and visualization of LOs through the CA tool facilitate the provision of targeted feedback to students and enable instructors to adjust their pedagogical practices based on evidence."
Discussion¶
Related Claims¶
- LO assessment supported by CA tools prompted faculty toward more authentic, participatory, and reflective teaching practices — related
- CA data visualization positioned LO attainment data as the central axis of curriculum decision-making in both institutions — a narrower finding that bears on this claim
- Integrating governance criteria and regulatory frameworks into CA-supported LO assessment enhanced decision-making effectiveness — related
- Active participation and commitment of teaching staff were essential for successful CA-supported LO assessment, fostered by clear actionable data and institutional support — related
- Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions — related
- Teachers use extracted analytics more for supervision than for guidance, with monitoring the dominant observed action — related
- Officials report the new framework's transparency and annual dashboards reduced surprise and stress and enabled focus on continuous improvement — related
- Coaches reported that usage dashboards grounded coaching conversations in evidence rather than perception and prompted reality checks on implementation — related
- Trustworthiness metrics and visualizations surfaced previously overlooked pedagogical risks and enabled more deliberate reasoning about trade-offs between competing objectives — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ca-visualization-supports-targeted-feedback-and-pedagogical-adjustment |
title |
CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education |
description |
CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mónica-hernández-campos-2026 |
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