Design-based Research Process Research Articles

Using the Design-Based Research Approach to Develop and Evaluate a New Study Module about Knowledge Acquisition in Science

The research approach design-based research has become more popular in recent years, also in the field of science didactics. Representatives of this field usually explicitly distinguish themselves from evaluation. In contrast, we have formed a synthesis of both research approaches for our development and evaluation project. By conducting the development and evaluation according to a design-based research process, we are able to take advantage of the added value of the design-based research approach. This article describes the philosophy of our research with the image of the didactic engineer and gives an insight into the implementation through the concrete description of our project, the development and evaluation of a new study module on knowledge acquisition in science for pre-service teachers. Finally, we discuss the added value of the elements of design-based Research compared to a pure evaluation and where the limits lie regarding the claims of design-based research.

Theory genesis in the design-based research process – a subject didactic view on theory application, verification and development by using design principles

This article intends to provide answers to the overarching question of how theories, which are transferred into concrete design principles, develop in a DBR process. Theories from three completed DBR projects in geography didactics will be examined regarding their genesis in the research process and their function in individual phases of a DBR cycle. The chosen theories differ in scope, depth and empirical saturation. The aim is to analyse the role that these theories take in the DBR research process and to discuss them in terms of their contribution to the output of DBR projects and a possible generalisability of the findings. Finally, the results of the analyses are synthesised into a model for theory genesis in DBR projects.

How a Digital Educational Game can Promote Learning about Sustainability

Education for Sustainable Development (ESD) has become an essential issue for schools facing major challenges such as bridging the knowledge-action-gap. Interactive simulations could help to focus on action-oriented learning. As part of a design-based research (DBR) process, we investigated the learning potential of game elements within a digital educational game for ESD we are currently developing. The final game aims to convey specific aspects of ESD ranging from sustainable land use to personal power consumption. Seven groups of 2–3 secondary school students (9th and 10th grade, n = 18) played the educational game in an early prototype phase. Following the DBR approach, students were shown screenshots of specific game situations in subsequent group interviews to reveal their conceptions and conceptual developments regarding sustainability. To analyze the causes of possible learning processes, we used the retrospective query on the learning process and qualitative content analysis. The results indicate that the observed learning processes can be primarily traced back to feedback mechanisms and the visualization of processes that would be too complex and long-termed to be experienced by students in real-life. This is how a simulation game, which makes complex interrelations tangible, can contribute to ESD. The possibility to make decisions and act (digitally) within the game allowed students to experience immediate feedback and self-efficacy. Therefore, the easily accessible visualizations and the immediate feedback are essential elements for the final game. It appears however necessary to embed the game in well-structured reflective processes. The study also contributes to adaptive game-based learning as a growing branch of research in which game elements are adopted and adapted for learning based on learner characteristics and the thematic context.

A Fully Integrated Systematic Review of Mixed Methods Design-Based Research

Design-based research (DBR) is an educational research methodology that is commonly used in the fields of education, instructional technology, and learning sciences. When conducting DBR, researchers collaborate with practitioners (e.g., educators) and other stakeholders (e.g., parents, community members), often including the learners themselves, for the purpose of developing and evaluating innovative solutions to real-world problems within specific contexts, with a primary focus on improving practice and generating practical knowledge. DBR is particularly suited to mixed methods research. However, it is not clear the extent to which mixed methods research approaches are used in DBR studies, as opposed to monomethod research approaches that involve the sole use of qualitative research approaches or the sole use of quantitative research approaches. Therefore, in this study, what we refer to as a fully integrated systematic review of Scopus-indexed works from January 1, 1960 to May 31, 2022 was conducted to determine the prevalence of mixed methods DBR (MM-DBR) studies. This review yielded only 68 published works wherein the author explicitly declared their study as representing some form of a MMDBR study, with the majority of these MM-DBR studies being published within the last decade. Most notably, for all but 4 of these 68 studies, the level of integration occurred at the low end of the integration continuum, being characterized by mixed methods research designs wherein integration only occurred at the interpretation stage of the DBR process. More than two thirds of the authors (29.2%) neither explicitly specified nor described adequately their mixed methods research design. More than one half (i.e., 56.9%) of the MM-DBR studies were not grounded within the mixed methods research literature to any degree at all. Most notably, for all but four studies (i.e., 5.88%), the level of integration occurred at the low end of the integration continuum wherein integration only occurred at the interpretation stage of the MM-DBR process, representing only partial integration of the quantitative and qualitative research components/phases/cycles. As such, we call for more DBR researchers not only to consider using mixed methods research approaches but also to consider using full(er) integration approaches, as we move further into the fifth Industrial Revolution and beyond.

Pedagogical adoption of SVVR in formal education: Design-based research on the development of teacher-facilitated tactics for supporting immersive and interactive virtual inquiry fieldwork-based learning

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness.

The Chemistry Triangle-Based Multimedia to Build A Good Impression: A Design-Based Research

<p>Science teachers need to pay attention when introducing chemistry to junior high school students hence they don't have low perceptions of chemistry. Multimedia which based on the chemistry triangle can be a solution in helping teachers explains the relationships among macroscopic, sub-microscopic, and symbolic level of chemistry so students can understand the scientific contents better and have a good perceptions. This research aimed to develop a chemistry triangle-based multimedia to build a good impression on junior high school students about chemistry. The design of chemistry triangle-based multimedia was developed through a design-based research (DBR). The participants in the research were three schools of seventh-grade students in Pekalongan Regency, Indonesia. The data were collected through interviews, observations, questionnaires, and tests. The results of this research were in the form of the complete cycles of DBR carried out to produce a chemistry triangle-based multimedia that meets the criteria in helping teachers introduce chemistry in a way that is more easily accepted by students and gives a positive impression about chemistry. This article describes the four phases of the DBR process in the development of chemistry triangle-based multimedia.</p><p> </p>

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Bantardkha School

ABSTRACT This research is conducted with Indonesian students. The objectives of the research were: (1) todiagnose the recession in English learning of Bantardkha School students. and grouped the studentsaccording to the severity of the learning recession. and needs (2) To design and develop an innovativemodel to rehabilitate students' English learning recession that is feasible for the short-term and long-term
 involvement of relevant stakeholders in line with the needs of students and the school context.with a design-based research process, and (3) to analyze the effect of using an innovative prototype torehabilitate the recession in English learning among Tadkha School students. Loei Primary EducationalService Area Office 2 using the PADRA model based on the design thinking process in the learningunit on Health by using the English learning skill exercises for the first semester of the academic year2022 collected. information between June to October 2022. The tools used consisted of 4 learningmanagement plans of 8 hours, pre-learning, and post-learning tests. Data were analyzed using basicstatistics: frequency, percentage, mean, and standard deviation. performance average performanceindex Effectiveness Index and relative development score.An analysis of the effect of using an innovative model to rehabilitate the recession in English learningamong Bantardkha School students. Loei Primary Educational Service Area Office 2 and the results ofthe learning achievement of Grade 6 students who studied by using the PADRA model learningmanagement plan based on the design thinking process in the health learning unit using the Englishlanguage learning exercises was a study of the learning achievement of Grade 6 students who studiedwith the learning activity plan by applying the PADRA model according to concepts with designthinking in the learning unit on Health for Grade 6 students by analyzing the relative developmentscores of learning achievement. The percentage of pre-test scores was 31.88, the rate of post-test scoreswas 75.83, and the percentage of developmental scores was 65.77. The results of the overalldevelopment level were high. They can be divided according to the following criteria: 4 people withvery high development, 9 people with high development, and 3 people with moderate development.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Chumchonnonghin School

This research is conducted with Indonesian students. The objectives of the research were: (1) Todiagnose the recession in English learning of Chumchonnonghin School students. and grouped thestudents according to the severity of the learning recession. and needs (2) To design and develop aninnovative model to rehabilitate students' English learning recession that is feasible for the short-termand long-term involvement of relevant stakeholders in line with the needs of students and the schoolcontext. with a design-based research process, and (3) to analyze the effect of using an innovativeprototype to rehabilitate the recession in English learning among Chumchonnonghin School students.Loei Primary Educational Service Area Office 2 using the PADRA model based on the design thinkingprocess in the learning unit on Health by using the English learning skill exercises for the first semesterof the academic year 2022 collected. information between June to October 2022. The tools usedconsisted of 4 learning management plans of 8 hours, pre-learning, and post-learning tests. Data wereanalyzed using basic statistics: frequency, percentage, mean, and standard deviation. performanceaverage performance index Effectiveness Index and relative development score.

Investigating the Classroom Environment With Physical Computing

To integrate digital technologies into the curriculum, teachers must support learners to use digital tools in authentic contexts. Physical computing, which involves the use of small portable electronic devices, provides an opportunity to achieve these goals. This article reports on the initial stages of a design-based research (DBR) project that will enable students to monitor and investigate their own learning spaces, with a focus on the impacts on their own well-being, and to propose solutions to any issues that they identify. The study focuses on a series of workshops, run with staff from an educational organisation, designed to explore environmental monitoring in the classroom and identify opportunities to apply the theory of situated cognition to authentic learning in context. The article reports on the first two phases of the DBR approach, defining the project focus and understanding the problem, to propose and refine a set of five design principles. The insights gained will be used in the subsequent phases of the DBR process.

Teachers’ Experiences and Role in the Design Process of Online Degree Programmes in Higher Education

Background The study was conducted at a university of applied sciences in Finland. The viewpoint is of those online degree programme teachers involved in the initial steps of design and implementation of the first online degree programmes in the organisation that follows a pedagogical strategy in all its operations.
 Objectives The teachers as implementers of the intended pedagogical solution have an important role in the design process. Their views were sought to gain information about their experiences of the intended design of online degree programmes in the local context.
 Methods This study presents the results of the second cycle of a design-based research (DBR) process in the holistic design of online degree programmes. Focus group interview and thematic analysis were used to gain the teachers’ experiences of the holistic design to further develop the initial design created in the first cycle. 
 Findings The results reveal teachers’ positive and negative experiences of the holistic online degree programme design in three layers: organisational, pedagogical and online degree programme. Results include several new considerations, including management support, collegial support, collaboration and co-creation, online degree community, extended online and onsite teaching environments, blended education, and international aspects.
 Conclusions The results indicate that it is important for higher education organisations to involve teachers in the design process of online degree programmes. The resulting design principles may be of interest to those managers, coordinators and educators developing higher education online degree programmes.

Developing a dashboard for program evaluation in competency-based training programs: a design-based research project.

BackgroundCanadian specialist residency training programs are implementing a form of competency-based medical education (CBME) that requires the assessment of entrustable professional activities (EPAs). Dashboards could be used to track the completion of EPAs to support program evaluation.MethodsUsing a design-based research process, we identified program evaluation needs related to CBME assessments and designed a dashboard containing elements (data, analytics, and visualizations) meeting these needs. We interviewed leaders from the emergency medicine program and postgraduate medical education office at the University of Saskatchewan. Two investigators thematically analyzed interview transcripts to identify program evaluation needs that were audited by two additional investigators. Identified needs were described using quotes, analytics, and visualizations.ResultsBetween July 1, 2019 and April 6, 2021 we conducted 17 interviews with six participants (two program leaders and four institutional leaders). Four needs emerged as themes: tracking changes in overall assessment metrics, comparing metrics to the assessment plan, evaluating rotation performance, and engagement with the assessment metrics. We addressed these needs by presenting analytics and visualizations within a dashboard.ConclusionsWe identified program evaluation needs related to EPA assessments and designed dashboard elements to meet them. This work will inform the development of other CBME assessment dashboards designed to support program evaluation.

Learner Experiences During the Design-Based Research Process for a Problem-Based Instructional Design Course

The discrepancy between students’ understanding of domain knowledge and their actual competencies to use tacit knowledge for a given task has been an issue to consider when instruction is designed, implemented, and revised. In this study, the researcher examines teaching and learning processes in which a Problem-Based Learning (PBL) design model was crafted and used for an advanced instructional design course in the educational technology field. The focus is on the researcher‘s ongoing and recursive reflective experiences in reviewing design components of the model, analyzing the motivators and difficulties students faced, and offering alternative methods to improve the initial design. The findings show that the PBL approach played an instrumental role in creating real challenges that the target professionals may experience. On the other hand, observed difficulties in PBL include intrinsic and extrinsic cognitive loads associated with the complexity of the instructional design process, self-regulated learning skills, learning beliefs, and supporting strategies used for team dynamics. The patterns identified in the behaviors and perceptions of effective and struggling students are interpreted. Based on the findings, new constructs of the model were suggested for further improvement.

Design-Based Research on Teacher Facilitation in a Pedagogic Integration of Flipped Learning and Social Enquiry Learning

This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. The research was conducted in the formal learning and teaching context of senior secondary social humanities education in Hong Kong, involving nine teachers (from nine different schools at three different academic bands) and their Secondary-5 (Grade-11) classes (with a total of 610 students) in two consecutive school years. Apart from delineating the evidence-based teacher facilitation practices that we designed, enacted and evaluated in the DBR process, this paper also discusses the principles that we derived in accordance with these practices. The present work provides both researchers and educators with new insights into developing adequate teacher facilitation strategies when adopting flipped learning in social humanities education and upon different formal schooling settings.

Integrated Mixed Methods Design-Based Research: A Critical Dialectical Pluralistic Approach

Design-based research (DBR) is an educational research methodology in which researchers work with practitioners (e.g., teachers) and other stakeholders (e.g., parents) to develop and to implement multiple iterations of an intervention in an authentic educational context. Although DBR lends itself to mixed methods research, it has been largely ignored by the mixed methods research community. In this article, after describing what DBR is and situating it historically, we provide results from a systematic review of Scopus-indexed articles since 1960, which yielded only 68 published works wherein the author explicitly declared their study as representing some form of a mixed methods DBR study. For all but 4 of these 68 studies, the level of integration occurred at the low end of the integration continuum, being characterized by mixed methods research designs wherein integration only occurred at the interpretation stage of the DBR process. As a result, we apply critical dialectical pluralism (i.e., CDP; Onwuegbuzie & Frels, 2013; Onwuegbuzie, Abrams, & Forzani, in press), a research philosophy, or meta-paradigm, focused on privileging the voices of marginalized people, to DBR as one way to think about how the mixed methods research community might utilize DBR in ways that provide full(er) integration and, at the same time, promote equity. As such, we hope that the meta-framework that we have presented heretofore motivates both the mixed methods research community and the DBR community to consider using a CDP approach to mixed methods DBR studies while adopting an integrative, integrated, and integral way of thinking.

Developing a dashboard for faculty development in competency-based training programs: a design-based research project.

BackgroundCanadian specialist residency training programs are implementing a form of competency-based medical education (CBME) that requires frequent assessments of entrustable professional activities (EPAs). Faculty struggle to provide helpful feedback and assign appropriate entrustment scores. CBME faculty development initiatives rarely incorporate teaching metrics. Dashboards could be used to visualize faculty assessment data to support faculty development.MethodsUsing a design-based research process, we identified faculty development needs related to CBME assessments and designed a dashboard containing elements (data, analytics, and visualizations) meeting these needs. Data was collected within the emergency medicine residency program at the University of Saskatchewan through interviews with program leaders, faculty development experts, and faculty participating in development sessions. Two investigators thematically analyzed interview transcripts to identify faculty needs that were audited by a third investigator. The needs were described using representative quotes and the dashboard elements designed to address them.ResultsBetween July 1, 2019 and December 11, 2020 we conducted 15 interviews with nine participants (two program leaders, three faculty development experts, and four faculty members). Three needs emerged as themes from the analysis: analysis of assessments, contextualization of assessments, and accessible reporting. We addressed these needs by designing an accessible dashboard to present contextualized quantitative and narrative assessment data for each faculty member.ConclusionsWe identified faculty development needs related to EPA assessments and designed dashboard elements to meet them. The resulting dashboard was used for faculty development sessions. This work will inform the development of CBME assessment dashboards for faculty.

The FEWSION for Community Resilience (F4R) Process: Building Local Technical and Social Capacity for Critical Supply Chain Resilience

Local business leaders, policy makers, elected officials, city planners, emergency managers, and private citizens are responsible for, and deeply affected by, the performance of critical supply chains and related infrastructures. At the center of critical supply chains is the food-energy-water nexus (FEW); a nexus that is key to a community’s wellbeing, resilience, and sustainability. In the 21st century, managing a local FEW nexus requires accurate data describing the function and structure of a community’s supply chains. However, data is not enough; we need data-informed conversation and technical and social capacity building among local stakeholders to utilize the data effectively. There are some resources available at the mesoscale and for food, energy, or water, but many communities lack the data and tools needed to understand connections and bridge the gaps between these scales and systems. As a result, we currently lack the capacity to manage these systems in small and medium sized communities where the vast majority of people, decisions, and problems reside. This study develops and validates a participatory citizen science process for FEW nexus capacity building and data-driven problem solving in small communities at the grassroots level. The FEWSION for Community Resilience (F4R) process applies a Public Participation in Scientific Research (PPSR) framework to map supply chain data for a community’s FEW nexus, to identify the social network that manages the nexus, and then to generate a data-informed conversation among stakeholders. F4R was piloted and co-developed with participants over a 2-year study, using a design-based research process to make evidence-based adjustments as needed. Results show that the F4R model was successful at improving volunteers’ awareness about nexus and supply chain issues, at creating a network of connections and communication with stakeholders across state, regional, and local organizations, and in facilitating data-informed discussion about improvements to the system. In this paper we describe the design and implementation of F4R and discuss four recommendations for the successful application of the F4R model in other communities: 1) embed opportunities for co-created PPSR, 2) build social capital, 3) integrate active learning strategies with user-friendly digital tools, and 4) adopt existing materials and structure.

Use of Personal Learning Environments in English Learning: An Example of Anadolu University Open Education Faculty

İnternet, eğitim alanında giderek önem kazanan eğitim teknolojilerinin önünü açarak, öğrenme sorumluluğunu öğrenciye bırakmıştır. Bu sürecin devamında, Kişisel Öğrenme Ortamları, öğrencilerin çevrimiçi platformlarda kendi öğrenmelerini organize etmelerinde aktif rollerini desteklemek adına önem kazanmıştır. Kişisel Öğrenme Ortamları, öğrenmenin kişisel boyutta yapılandırıldığı, planlandığı, paylaşıldığı ve yaşam boyu arşivlendiği platformlardır. Web 2.0 araçlarıyla oluşturulan bu ortamlar bireyselleştirilmiş izlencelerin tasarımına izin veren ve çevrimiçi katılımlı, bireysel ve grup etkinliklerini teşvik eden yapısıyla Açık ve Uzaktan Öğrenmeyi desteklemektedir. Bu çalışmada, kampüs dışında eğitim gören uzaktan öğrenenlerin yabancı dil olarak İngilizce öğrenmelerine yönelik oluşturdukları Kişisel Öğrenme Ortamları incelenmiştir. Bu bağlamda, bu çalışmanın temel amacı açık ve uzaktan öğrenme çerçevesinde Kişisel Öğrenme Ortamlarının İngilizce öğrenmede nasıl etkili, verimli ve çekici şekilde geliştirilebileceğine yönelik alan uzmanlarının ve uzaktan öğrenenlerin görüşlerini almaktır. Çalışma, tasarım tabanlı araştırmanın geliştirme döngüleri çerçevesinde yapılandırılmıştır. 2016-2017 Güz Döneminde (Mart-Eylül 2017) gerçekleştirilmiş olan araştırmanın katılımcılarını uzaktan öğrenenler ve alan uzmanları oluşturmaktadır. Tasarım tabanlı araştırma sürecinde nitel veriler toplanmış ve analiz edilmiştir. Araştırma sonunda, Kişisel Öğrenme Ortamlarına ilişkin bir tasarım çerçevesi önerisinde bulunulmuştur. Araştırma sorularına bağlı olarak ulaşılan verilere göre, Kişisel Öğrenme Ortamı, açık ve uzaktan öğrenme bağlamında kişisel öğrenme deneyimini destekleyen, tasarlanan ortamın benimsenmesini sağlayan ve İngilizce öğrenmeye yönelik genel beklentiyi karşılayan bir ortamdır. Ancak, öğrenmedeki bireysel farklılıklar nedeniyle her bir Kişisel Öğrenme Ortamı bireysel öğrenme gereksinime yönelik olarak oluşturulduğundan kişiye özgü olarak değerlendirilmelidir.

Exploring and Developing a Comprehensive Teaching Model for Graduate Ethics Education Across Disciplines

Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data were collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies.

Ein holistischer Design-Based Research-Modellentwurf für die Hochschuldidaktik

Der Beitrag beschreibt und begründet ein holistisvches DBR-Modell für die Hochschuldidaktik, das in fünf Schritten entfaltet wird: Ich bestimme in einem ersten Schritt fünf semantische Felder, welche den Bedeutungsumfang eines DBR-Zyklus abstecken. Ich bezeichne diese bewusst nicht als Phasen oder Prozesse, weil es hier primär um die Bedeutungen des Handelns in DBR geht, die das Wesen von DBR als Ganzes prägen. In einem zweiten Schritt definiere ich darauf aufbauend fünf Handlungsfelder, in die sich Aktivitätsschwerpunkte projizieren lassen. Der Begriff des Handlungsfelds soll verdeutlichen, dass es hier um konkrete Aktivitäten geht, die immer nur ein Teil vom Ganzen sein können, weil jedes Handeln eine gewisse Fokussierung der Aufmerksamkeit braucht. Ich schlage in einem dritten Schritt Spielfelder vor: Diese metaphorisch bezeichnete Brücke zwischen dem Handlungsfokus (als Teil) und dem Wesenskern (als Ganzem) von DBR eignet sich dazu, die vor allem Experten sich eröffnenden Handlungsspielräume zu beleuchten. Diese drei Schritte bilden zusammen den Argumentationsgang für die Beschreibung und Begründung des holistischen DBR-Modellentwurfs. In einem vierten Schritt gehe ich auf die Methodenfrage in DBR ein und prüfe, inwiefern das Modell dazu geeignet ist, typische Schwierigkeiten im Umgang mit Methoden in DBR konstruktiv aufzufangen. Die Rolle von Design-Gegenständen in DBR greife ich in einem fünften und letzten Schritt auf und gehe wiederum der Frage nach, welchen Mehrwert das holistische Modell hierfür haben kann. Der Beitrag endet mit einem zusammenfasenden Fazit.

Developing a dashboard to meet the needs of residents in a competency-based training program: A design-based research project.

BackgroundCanadian specialty programs are implementing Competence By Design, a competency-based medical education (CBME) program which requires frequent assessments of entrustable professional activities. To be used for learning, the large amount of assessment data needs to be interpreted by residents, but little work has been done to determine how visualizing and interacting with this data can be supported. Within the University of Saskatchewan emergency medicine residency program, we sought to determine how our residents’ CBME assessment data should be presented to support their learning and to develop a dashboard that meets our residents’ needs.MethodsWe utilized a design-based research process to identify and address resident needs surrounding the presentation of their assessment data. Data was collected within the emergency medicine residency program at the University of Saskatchewan via four resident focus groups held over 10 months. Focus group discussions were analyzed using a grounded theory approach to identify resident needs. This guided the development of a dashboard which contained elements (data, analytics, and visualizations) that support their interpretation of the data. The identified needs are described using quotes from the focus groups as well as visualizations of the dashboard elements.ResultsResident needs were classified under three themes: (1) Provide guidance through the assessment program, (2) Present workplace-based assessment data, and (3) Present other assessment data. Seventeen dashboard elements were designed to address these needs.ConclusionsOur design-based research process identified resident needs and developed dashboard elements to meet them. This work will inform the creation and evolution of CBME assessment dashboards designed to support resident learning.