How Can We Co-design Learning Analytics for Game-Based Assessment: ENA Analysis.

The broader education research community has adopted co-design, or participatory design, as a method to increase adoption of innovations in classrooms and to support professional learning of teachers. However, it can be challenging, due to co-design’s dynamic nature, to closely investigate how the co-process played out over time, and how it led to changes in teachers’ perceptions, beliefs, and/or practices. Applying Quantitative Ethnography, we investigate how teachers and researchers collaboratively designed assessment metrics and data visualizations for an educational math game; we discuss the interactions among the co-design activities, teachers’ learning, and qualities of the dashboard created as the output of the process.