Curriculum analytics tools integrated into institutional LMSs for LO assessment and visualization¶

Element · All elements
Evidence · 6 claims (6 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 6 claims rest on one study

Description¶

CA tools are learning analytics systems integrated into institutional LMSs that capture, store, and visualize LO assessment data reported by instructors at the end of each academic period. They support "the alignment between courses, assessments, and intended LOs" by mapping LOs to courses, extracting rubric- or scale-based assessment results, and generating visual reports such as percentages of students meeting expectations (U1) or mean scores, standard deviations, and achievement rates (U2). At U1 the tool was developed via design-based research with about five managers and 160 teaching staff, and redesigned into the LMS in 2024; at U2 it serves approximately nine engineering programs with 9,906 students and 153 instructors.

Design Implications¶

Context¶

Requirements¶

• Faculty must map LOs to courses and indicate relationships between program graduate competencies and course LOs
• Instructors select course assessment methods or student work as evidence and apply rubrics or standardized scales
• Academic advisory units support mapping, data interpretation, and communication with developers

Constraints¶

• Used primarily to support LO assessment within the context of accreditation
• Visualization formats and metrics differ by institution (four-level rubric vs five-point scale)

Target Learners¶

• higher education engineering students

Target Learning Goals¶

• 21st-century competencies such as communication, teamwork, ethics, problem-solving, and lifelong learning

Claims¶

• LO assessment supported by CA tools prompted faculty toward more authentic, participatory, and reflective teaching practices [+W]
• CA data visualization positioned LO attainment data as the central axis of curriculum decision-making in both institutions [+W]
• CA tool-based assessment and visualization of learning outcomes enables targeted feedback and evidence-based adjustment of pedagogical practices in higher education [+W]
• Clear role assignment, training resources, and advisory support facilitated CA-supported continuous improvement and reduced faculty workload perceptions [+W]
• Active participation and commitment of teaching staff were essential for successful CA-supported LO assessment, fostered by clear actionable data and institutional support [+W]
• Integrating governance criteria and regulatory frameworks into CA-supported LO assessment enhanced decision-making effectiveness [+W]

Related Elements¶

Examples¶

• Establish clear roles, advisory units, training, and discussion spaces to support CA-based continuous improvement

Key Sources¶

• 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