Teachers use extracted analytics more for supervision than for guidance, with monitoring the dominant observed action¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2024 · not yet checked against its sources · 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? Observed frequency distributions of teacher pedagogical actions suggest extracted analytics are more commonly used for supervision than for guidance. → Rebecka Rundquist 2024
q2 i? Teachers who emphasize monitoring students use the DLS to a higher extent. → Rebecka Rundquist 2024
Evidence¶
Rebecka Rundquist 2024¶
Rebecka Rundquist, Kristina Holmberg, John Rack, Zeynab Mohseni and Italo Masiello. (2024). Use of Learning Analytics in K–12 Mathematics Education: Systematic Scoping Review of the Impact on Teaching and Learning. Journal of Learning Analytics 11(3). https://doi.org/10.18608/jla.2024.8299
q2 · i? · review · r3
Thematic synthesis of five studies (Table 2) observing teacher actions in classroom practice, yielding two themes: Supervision (monitor, reprimand, encourage, manage groupwork) and Guidance (formative and conceptual focus).
"The frequency distribution of teachers’ pedagogical actions sug gests that extracted analytics are more commonly used for supervision than for guidance. When teachers emphasize the monitoring of students, they also use DLS to a higher extent."
Discussion¶
Related Claims¶
- CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education — related
- Research on clinical supervision's effectiveness is inconclusive, partly because practice is diluted and tied to evaluation — related
- TAIA reoriented the teacher's action distribution toward inquiry-practice support while the comparison condition emphasized content delivery and assessment — related
- Teachers spent most CSCL class time on task management, content knowledge, technical support and observing, with minimal socio-emotional support — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
extracted-analytics-more-supervision-than-guidance |
title |
Teachers use extracted analytics more for supervision than for guidance, with monitoring the dominant observed action |
description |
Teachers use extracted analytics more for supervision than for guidance, with monitoring the dominant observed action |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rebecka-rundquist-2024 |
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