Evaluation eines Dashboard-Prototypen für Lehrende in der Alphabetisierung zur interaktiven Auswertung kompetenzdiagnostischer Datensätze

Abstract

According to the LEO 2018 study, there are 6.2 million German-speaking adults with low literacy skills living in Germany. Diagnosing and supporting those affected is time-consuming and labor-intensive, as literacy skills vary greatly and individual support approaches are necessary. This article evaluates an interactive dashboard prototype for the analysis of diagnostic data by teachers in terms of usability, comprehensibility of data visualizations, and possible application scenarios. The prototype was tested with teachers from literacy courses and vocational schools using think-aloud testing. Overall, the test subjects were able to use the dashboard well, but the results highlight a fundamental design dilemma between reducing complexity and providing comprehensive information. The analysis also suggests that the misinterpretations made are less due to a lack of visualization literacy than to a lack of domain-specific expertise. Teachers saw various usage scenarios for lesson planning, feedback design, and diagnostics, with literacy teachers emphasizing the time savings, while vocational school teachers mentioned time constraints as an obstacle. Overall, the analysis of the results underscores the need to consider and relate not only technical aspects but also pedagogical, didactic and socio-cultural aspects during both development and evaluation.