Using Data to Give Better Feedback

What New Research Says About Teacher Dashboards

Excellent Educator, 3(14), 9-10, 2026

WHAT RESEARCH FOUND

As digital learning becomes more common, teachers are collecting increasing amounts of information about students’ progress. Learning dashboards are designed to organise this information and help teachers provide timely, personalised feedback. This study examined how teachers used dashboard data to guide their feedback and whether these tools supported more equitable classroom practice.

Researchers observed teachers using learning analytics dashboards that displayed students’ progress, participation, task completion, and areas of difficulty. Interviews and classroom observations were used to understand how teachers interpreted the data and translated it into feedback during instruction.

The study found that dashboards helped teachers identify students who required additional support much earlier than traditional assessment methods. Instead of relying only on end-of-unit tests or informal impressions, teachers could monitor learning continuously and intervene before small misunderstandings became significant learning gaps. The visual presentation of classroom data also helped teachers recognise patterns that might otherwise go unnoticed.

However, the research also showed that dashboards alone did not improve learning. Teachers needed professional judgment to interpret the information correctly and decide what type of feedback would best support each student. Simply identifying students who were struggling was not enough; meaningful improvement depended on providing specific guidance that addressed individual learning needs.

Another important finding was that dashboards encouraged teachers to distribute their attention more fairly across the classroom. Rather than focusing only on students who frequently volunteered answers or requested help, teachers became more aware of quieter students whose learning difficulties might otherwise remain hidden. In this way, dashboard-supported feedback promoted greater equity by ensuring that feedback reached students based on evidence rather than visibility.

The researchers conclude that learning dashboards should be viewed as decision-support tools rather than replacements for effective teaching. When combined with thoughtful professional judgment, they enable teachers to provide more timely, targeted, and equitable feedback.

WHY THIS MATTERS

Teachers often make instructional decisions using limited classroom observations. While experience remains valuable, it can be difficult to notice every student’s learning needs in a busy classroom. Learning dashboards provide an additional source of evidence, helping teachers make feedback more responsive and inclusive.

When teachers use classroom data wisely, feedback becomes proactive instead of reactive. Students receive support before difficulties become major obstacles, improving both learning outcomes and classroom engagement.

CLASSROOM REALITY

TRY TOMORROW

Before your next lesson:

1. Review available assessment or digital learning data before planning feedback.
2. Look for students whose progress has slowed, even if they appear engaged in class.
3. Use evidence from quizzes, assignments, or learning platforms to guide individual conversations.
4. Combine classroom observations with data rather than relying on either source alone.

CAUTION

Data should support—not replace—professional judgment. Dashboards cannot explain why a student is struggling, nor do they capture motivation, confidence, or personal circumstances. Teachers should always interpret learning data alongside classroom interactions and student conversations.

ONE KEY TAKEAWAY

The best feedback combines professional judgment with learning evidence, helping every student receive timely support based on genuine learning needs rather than classroom visibility.

Keywords: learning analytics, teacher dashboards, formative assessment, educational data, equitable feedback, personalised learning

Reference

Van Leeuwen, A., & Rummel, N. (2020). Orchestrating Feedback in Learning Analytics Dashboards to Support Teachers’ Classroom Decision-Making. Computers & Education, 150, 103871.