Prescriptive grouped dashboard design with action-oriented category labels¶
Design · All designs
Evidence · 3 claims (1 for, 2 against) · 1 study (1 causal),q3· 0 of 1 report an effect size · 3 claims rest on one study
Description¶
The Grouped Dashboard categorised learners into three groups based on the same ranking calculation as the List Dashboard, using labels designed to adopt 'prescriptive' language which prompts specific pedagogical action: 'practised enough', 'keep going' and 'need more practice'. The category labels echoed categorisations made by teachers themselves, identified in prior design-based research as 'fast learners', 'time-takers' and those in between. Both dashboard designs featured brief explanatory text and a clean user interface following guidelines for low visualisation-literate users.
Design Implications¶
Context¶
Requirements¶
- Dashboard design should strike an effective balance between supporting teachers' awareness in their classroom and informing their decision-making more directly.
Constraints¶
- The pedagogical purpose of the dashboard was limited to the digital learning environment, specifically supporting teachers' distribution of the DPL tool amongst learners rather than directly informing classroom teaching practices.
Target Learners¶
- Teachers of early-years learners in low- and middle-income countries
Learning Goals¶
- Supporting teachers' pedagogical decision-making in distributing DPL tools
Claims¶
- The Grouped Dashboard partition scored significantly higher on two literacy test units, with no significant differences on the other seven units including all numeracy tests [+W]
- Teachers rated the Grouped Dashboard as less accurate than the List Dashboard, providing significantly fewer 'yes' and more 'no' accuracy ratings [-W]
- Teachers perceived 'practised enough' learners to be less accurately placed than learners in the other two Grouped Dashboard categories [-W]
Related Designs¶
Examples¶
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Key Sources¶
- Sun, C., Major, L., Daltry, R., Obradovic, L., & Friedberg, A. (2026). Enhancing literacy and numeracy through teacher dashboards and digital personalised learning: an A/B/C test in Kenyan early years education. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10703-1
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
prescriptive-grouped-dashboard-design |
title |
Prescriptive grouped dashboard design with action-oriented category labels |
description |
The Grouped Dashboard categorised learners into three groups based on the same ranking calculation as the List Dashboard, using labels designed to adopt 'prescriptive' language which prompts specific pedagogical actio... |
status |
review |
generated |
by process:settle-candidates on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sun-2026 |
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