My Progress Dashboard

The My Progress dashboard displays information about your tutees in an easy-to-use format. It displays assessment grades, employability data, attendance and engagement. The engagement profile has no input into assessments and incorporates elements that we know correlate with academic achievement. Tutors and students see exactly the same dashboard.

Click here to access the dashboard

This page is for tutors. If you are a student, please click here.

The My Progress Dashboard is a new, bespoke tutor and student diagnostic support tool developed by the University. It is designed to help students manage their learning and personal development, whilst also enabling staff to support tutees with effective conversations. The dashboard displays grades, attendance data, engagement with ELE and iExeter and employability data, and also has the facility for students and tutors to record meetings.

Below is a video of Dr Stuart Robinson, Director of the MBA, explaining how he plans to use the dashboard to help his tutees from September. 

How do I use the My Progress Dashboard?

The My Progress Tutor Dashboard can be accessed via this link. From here you will be able to see your tutees and their infomation, as well record notes for tutor meetings. 

Walk through the demonstration below to find out more about the dashboard, the data it displays, and how it can help you and your tutees this academic year.

More tutoring resources may be found here


Academic Research and Project Publications

Sonderlund, A. L., Hughes, E. A., & Smith, J. R. (2018) Effectiveness of academic learning analytics interventions: A systematic review. British Journal of Educational Technology.


Boulton, C. A., Kent, C., Williams, H. T. P., Virtual learning environment engagement and learning outcomes at a ‘bricks-and-mortar’ university (2018) Computers & Education, 126, 129-142


Kent, C., Boulton, C. A., Williams, H. T. P., Towards Measurement of the Relationship between Student Engagement and Learning Outcomes at a Bricks-and-Mortar University (2017) MMLA-CrossLAK@LAK17: Vancouver, BC, Canada


Interview with Chris Boulton


Milward, Sue. Learning Analytics: The Emperor’s New Clothes?. The Journal of Educational Innovation, Partnership and Change, [S.l.], v. 3, n. 1, p. 76-77, oct. 2017. ISSN 2055-4990.


Frequently Asked Questions

What is the My Progress Dashboard?

The My Progress dashboard displays information about your tutees in an easy-to-use format. It displays assessment grades, employability data, attendance and engagement. The engagement profile has no input into assessments and incorporates elements that we know correlate with academic achievement. Tutors and students see exactly the same dashboard.

Who can see the My Progress Dashboard?

Only you and your tutees can see the dashboard. If your tutee granted consent at registration to use their data to offer them the best possible support in their education, then you will both have access to the full dashboard. If your tutee did not grant consent, then you will only be able to see your tutee’s meeting notes and attendance record. Students can change their consent at any time.

How should I use the dashboard in my tutor meetings?

Conversations around the dashboard are intended to be student focussed, rather than dashboard focussed. The dashboard information is best utilised through asking open questions and listening to the student’s concerns.

Why can’t I see my tutees grades, employability or engagement data?

This data will not be shown if your tutee did not give their consent to the use of learning analytics to produce an engagement profile. You can encourage your student to change their consent by following the link here.

What might the dashboard tell me about my tutee?

Wellbeing issues may affect grades, attendance and engagement and are especially likely when there is a sudden drop off. It is useful to enquire about wellbeing and pastoral issues affecting studies and engagement and to consider the possibility of specific learning difficulties or other disabilities and be prepared to signpost appropriately. Difference in student’s dashboard engagement may also be due to different learning styles. Good practice is to have an open non-judgement discussion and assist students in setting goals.

How should I complete the meeting notes?

Meeting notes should be constructive and purposeful. They should not include opinions or subjective language. They may include:

  • The focus of the meeting (routine or to discuss a particular issue)
  • The main issues discussed; good practice is to keep your comments general without going into detail. General terms such as ‘personal issue’ or ‘health issue’ can be used
  • Any referrals or signposting in specific detail, including who is going to action it (e.g. ‘student to contact Accessability’ or ‘I will contact module lead’)

A summary should be recorded at the end of each meeting. It is good practice to request that the student records meeting notes, or record the notes together at the end of the tutorial.

How do I remove a meeting note?

In the case of a comment absolutely needing to be removed (e.g. it was recorded in the wrong record or is inappropriate) contact SID.

What does the grades tab show?

Assessment grades are imported from SRS. The timescale is dependent on local processes for uploading data to SRS. During exam periods all marks are hidden to prevent provisional exam marks being accidentally released. All grades are provisional.

What does the attendance tab show?

Attendance is defined as the activity of physically attending scheduled teaching sessions which willinclude attendance at lectures and at group learning activities such as seminars, tutorials, practicals and clinical skills sessions.

Attendance data is imported from the LISA attendacne database and can only indicate present, absence and authorised absence for centrally timetabled sessions. 

Calculation of the Engagement Score

Local data mining from representative first year programmes within each college and ordinal logistic regression models were used to identify data that correlated with module grades. ELE, iExeter and career zone event attendance were found to be significant. Engagement data points are calculated by multiplying the data by coefficients calculated for each of those representative programmes. Daily engagement is displayed as a weekly moving average.

Events – the number of career hub events that students attend (not just register) per week

iExeter – the number of menu choices that are made on the iExeter app (mobile or desktop) by a student per day

ELE – the number of minutes per day a student is using ELE pages associated specifically with the module being predicted. This is counted up by the gaps in-between the time stamps of activity on that module. If there is 5 minutes of no activity, it is assumed that the last page was viewed for 2 minutes. If there is activity on another module within 5 minutes, the time to the change in module is counted as being associated with first module.

Data set coefficients by College for the whole of the academic year 2019/20 are:





























For each student a daily calculation is made for their College and stored in the data warehouse for display on the dashboards.

For example:

CLES student Jo Bloggs

Over the last 7 days: Used ELE for average of 20 minutes per day, accessed average of 5 different menu choices on iExeter each day and attended an average of 6 career hub events in the last week

Score: ((20 *0.446) + (5 *0.068) + (6 * 1.11))/7  = 10.21

How should I interpret the engagement profile?

Students’ learning styles and strategies vary enormously. If this isn’t captured by the engagement profile, that is absolutely fine. If they are not sure what works for them, you can discuss strategies other students on your programme find useful; they could also go to an academic skills drop in session.

Simply clicking on ELE or iExeter more, is obviously possible but not productive.  ELE, iExeter and career hub events engagement represent engagement with course materials, university life and activities that boost academic development and employability.

A low engagement score with good grades- this is probably fine, they may just have different learning style. Ask how they learn and engage with the course and the university.

A high engagement score with low grades-consider a problem with learning. Discussing the course expectations or considering the possibility of a specific learning difficulty may be useful.

These can be areas for discussion with the student. Discuss possible strategies and activities and help them to set SMART goals. Ask them what they’d like to get out of the course and what would help them do that. Avoid telling them what to do or setting goals for them.

Tutor support resources are available from the:

Student support resources are available from: a-z of support and services and Wellbeing directory.

What is Learning Analytics?

At the University of Exeter we already collect student data including grades and past academic history when they use systems such as ELE. Learning analytics combines all this data together to produce an engagement score which can help you support your student in their studies.

The key principle of learning analytics is to be completely transparent about our use of student data, offering students the choice by explaining the consequences of opting in or out.

What kind of data is collected?

The University collects demographic information such as age, gender and nationality from all students at registration and with subsequent student updates.

The following data may be used for learning analytics, in compliance with the Data Protection Act 1998 (DPA), and the General Data Protection Regulation which replaced the DPA in 2018, and more specifically in accordance with the Data Protection Principles, the University’s Data Protection Policy and Data Consent Notice:

  • Background information: your name, identifiers used by the Exeter, date of birth, ethnicity, gender, declared disabilities, contact details, whether your parents were in higher education, your socio-economic background, whether you are an overseas student, contact details, and a link to the photo we hold of you
  • Details about your course, the modules you are taking, and your tutors
  • Details of your assessments, marks and grades obtained
  • Details of your attendance and activity in ELE and other University systems

The Data Protection Act 1998 defines sensitive personal data as relating to information concerning racial or ethnic origin, political opinions, religious beliefs, trade union activities, physical or mental health, sexual life, or details of criminal offences. Use of this data is restricted under the act, and will only be collected and used for Learning Analytics if you grant explicit consent.

What choices does my tutee have?

The University’s approach to the use of student data for learning analytics is one of ‘informed consent’. This means that they have to consent to the profiling of their data on the My Progress dashboard.

This consent also means that based on the dashboard, you as their tutor may contact your tutees to offer support in their studies. This consent is given each year at registration, and may be changed at any point during the year by following the link here.

If students choose not to grant consent, then their data will not be used to display engagement, grades or employability data on the My Progress dashboard for them or you. It will however allow recording of meetings and display their attendance. Students should not be penalised in any way if they do not grant their consent.

When will the dashboard be available?

The enhanced My Progress dashboard will be available in iExeter to all undergraduate and postgraduate taught students at the start of the 2018/19 academic year.

What if I have other questions?

For more information about the safety and security of student information see the full Effective Learning Analytics code of practice.

For more information about Data Protection, visit the Data Protection website.