Open Student Models of Core Competencies at the Curriculum Level: Using Learning Analytics for Student Reflection

Abstract

This paper proposes an approach for developing curriculum-level open student models. This approach entails evaluating student core competencies using the correspondence between courses and core competencies in a competency-based curriculum and students’ taken courses and grades. On the basis of this approach, a curriculum-level, competency-based visualized analytic system, called visualized analytics of core competencies (VACCs), was implemented. Course-competency diagnostic tools, course work performance radar charts, and peer-based ranking tables were developed as part of the VACC analytic system for student reflection and to position their levels of core competencies. These curriculum-level open student models revealed multiple aspects of students’ core competencies by monitoring the quantity and quality of courses taken by students, and evaluating students’ ranks regarding core competencies compared with their classmates and graduates. VACC evaluation was conducted in this paper. The results showed that more than 70% of students reported that VACC helped in reflecting on their core competencies, assisting them in understanding the correspondence between their taken courses and core competencies, and helping them to set goals regarding taking additional courses. In addition, this paper discusses potential analytics and applications of open student models of core competencies.