Each time a student registers for a class, swipes an ID card, or visits with a campus advisor, he or she leaves behind a trail of data -- information that provides valuable insight into student habits, practices, and academic performance.
每當(dāng)學(xué)生申請學(xué)習(xí)某一門課程，刷身份證，或者是訪問學(xué)校顧問網(wǎng)站的時候，他或者她的一些數(shù)據(jù)信息都會留下——透過這些信息能夠深入觀察學(xué)生的行為習(xí)慣及學(xué)習(xí)表現(xiàn)，因此對教師來說非常有用。

A growing number of institutions are now using this data -- and the analytical systems that make this information useful -- to boost the student experience, from improving assessment, to developing new instructional tools, to identifying students at risk of dropping out.
越來越多的學(xué)習(xí)機構(gòu)都開始利用這些數(shù)據(jù)以及能夠使這些數(shù)據(jù)有用的系統(tǒng)提升學(xué)生的學(xué)習(xí)體驗，包括從改善評估系統(tǒng)到開發(fā)新的教學(xué)工具，再到發(fā)現(xiàn)那些有輟學(xué)可能性的學(xué)生。

Here are five ways that two different colleges are currently using data analytics to personalize the student experience:
以下是兩所不同的大學(xué)現(xiàn)在如何應(yīng)用數(shù)據(jù)分析使學(xué)生學(xué)習(xí)體驗個性化的五種方式：

1.Optimizing assessment data.
1.優(yōu)化評估數(shù)據(jù)。

Four years ago the Ohio State University College of Medicine got serious about using data to personalize the student experience. Before that, Eric Ermie, program manager for assessment evaluation for the Columbus-based institution, says students enrolled in courses, attended classes, took their final exams, and either passed or failed. If the latter occurred, a remediation exam was administered – again on a pass or fail basis.
在四年前，美國俄亥俄州立大學(xué)醫(yī)學(xué)院開始認(rèn)真利用數(shù)據(jù)分析使學(xué)生學(xué)習(xí)體驗個性化。在這之前，該學(xué)校哥倫布分校項目評估部門經(jīng)理Eric Ermie說學(xué)生注冊申請課程、上課、參加期末考試，通過或掛科。如果掛科，那么他就需要進行補考——當(dāng)然，還是通過或者掛科。

When the school switched over to an ExamSoft computerized testing system in 2009, it gained access to data that was previously untapped. "We knew a lot of the data was being left behind – including some points that we really thought could be useful," said Ermie. "When we gained the ability to categorize some of that data and leverage the metadata (i.e., the data about the data), we saw even more potential."
在2009年的時候，該學(xué)校采用了一套ExamSoft計算機測試系統(tǒng)，該系統(tǒng)使學(xué)校接觸了一些之前從未使用過的數(shù)據(jù)。“我們發(fā)現(xiàn)，許多數(shù)據(jù)被我們忽視——包括一些我們認(rèn)為非常有用的信息，”Ermie說。“當(dāng)我們能夠把數(shù)據(jù)分類并利用元數(shù)據(jù)的時候，我們就會發(fā)現(xiàn)更多的可能?！?/div>

2.Track and help repeat remediation candidates.
2.跟蹤并且?guī)椭切┭a考又沒通過的學(xué)生。

To move beyond its traditional "pass-fail" exam process, Ohio State's College of Medicine started keeping tabs on students who repeatedly took remediation exams. To do that, the institution categorized its course-specific assessment questions and then related each query to specific knowledge, capabilities, and thought processes that it felt were required to answer those questions.
為了脫離傳統(tǒng)的“合格—不合格”的考試模式，俄亥俄州立大學(xué)醫(yī)學(xué)院開始對那些經(jīng)常補考的學(xué)生進行密切的關(guān)注。他們把某門課程評估的問題進行分類，然后把每個問題與特定的知識點、能力及回答該問題所需的思考過程進行聯(lián)系起來。

Using its assessment system – which collects, analyzes, and then disseminates the useful information – the school developed and "tagged" the related learning areas that, in turn, allow professors to quickly see how individual test takers did on recall questions, which parts they are struggling in, and what additional support will be needed. "Faculty can see where the students are facing challenges," said Ermie, "and then help direct their studying."
該學(xué)校利用此評估系統(tǒng)收集、分析并傳播有用的信息，然后開發(fā)了一塊新的有特色的學(xué)習(xí)領(lǐng)域，該學(xué)習(xí)領(lǐng)域反過來會使教師快速了解參加考試的學(xué)生是如何思考問題的，他們對于測試中哪部分比較吃力，或者是在哪方面需要額外的幫助?！敖處熌軌蚩吹綄W(xué)生們哪方面遇到了問題，”Srmie說，“然后他們直接就此問題對學(xué)生進行幫助?！?/div>

3.Allocate coaching support with limited resources.
3.利用有限的資源對教學(xué)支持進行分配。

Judith Murray, campus executive officer at Altius Education and special assistant to the president at Toledo-based Ivy Bridge College, a 2-year, online associate degree program developed by Tiffin University and Altius, said the institution has been using data analytics for about a year.
Judith Murray是Altius Education的校園執(zhí)行院長，托萊多長青藤橋大學(xué)（美國蒂芬大學(xué)和Altius合作的兩年制在線副學(xué)位課程）校長的特別助理，他表示該機構(gòu)使用數(shù)據(jù)分析大概有一年的時間。

Working with a student population where 80 percent of enrollees are the first in their families to attend college, the school uses a "success coaching" approach that's focused on those pupils who most need the support. Coaches not only motivate students to complete their daily work, said Murray, but they also help pupils stay focused and motivated. In need of a better way to pinpoint the students who could benefit from success coaches, Ivy Bridge College has created prospective student profiles across three different risk categories.
該學(xué)校與一批學(xué)生合作，這些學(xué)生中80%是家族中首位上大學(xué)的孩子，他們采用一種“成功訓(xùn)練”的方式對那些需要支持的學(xué)生提供幫助。教練不僅激勵學(xué)生完成每日功課，還會幫助學(xué)生保持其專注程度及積極性。為了探索更好的方式尋找那些從“成功訓(xùn)練”中獲益的學(xué)生，長青藤橋大學(xué)按照3種不同的風(fēng)險類別為有前途的學(xué)生創(chuàng)建了檔案。

"With this information at our fingertips," said Murray, "we can put the coaching emphasis on students that need the most assistance and keep them on track. Over the last year we've also validated the accuracy of incoming student profiles and further refined the coaching process."
“我們手頭有了這些信息，”Murray表示，“就能對那些亟需幫助的學(xué)生提供支持，保持他們不被落下。在過去一年的時間里，我們驗證了學(xué)生檔案及更加精準(zhǔn)的訓(xùn)練方式的準(zhǔn)確性?！?/div>

4.Create longitudinal assessments.
4.建立縱向評估體系。

Ohio State's College of Medicine uses an integrated curriculum. Rather than teaching one course in anatomy and another in physiology, for example, faculty members focus their efforts around cardiology as a whole. "That's the best way to teach and learn medicine," said Ermie, "but it doesn't show us how a particular student is actually doing in anatomy."
俄亥俄州立大學(xué)醫(yī)學(xué)院采取的是一個統(tǒng)一課程的教學(xué)模式。比如說，學(xué)校的教師并非某人教解剖學(xué)，另外的教師教生理學(xué)，而是把心臟學(xué)作為一個整體來進行授課?！斑@是醫(yī)學(xué)教學(xué)的最好方式，”Ermie表示，“但是我們并不會知道每位學(xué)生在解剖學(xué)課程中是怎樣學(xué)習(xí)的?！?/div>

A final cardiology exam, for example, may only include 10 or so questions on anatomy. To fill in that gap, the school uses data analytics to look across 20 past exams (taken by the same student) to see if he or she is proficient in a specific subject area. "That gives us an accurate and stable picture," said Ermie, "and helps us better prep students for their US Medical Licensing Examination boards."
比如說心臟學(xué)期末考試可能只有10來個解剖學(xué)的問題。為了彌補該空缺，學(xué)校使用數(shù)據(jù)分析的方法查看過去20次的考試情況（同一批學(xué)生參加的考試）來看學(xué)生是否已經(jīng)掌握某一專業(yè)領(lǐng)域的知識。“我們能夠清楚明確的看到學(xué)生的表現(xiàn)，”Ermie說，“它幫助我們使學(xué)生更充分的準(zhǔn)備美國醫(yī)學(xué)執(zhí)照考試委員會的考試。”

5.Identify key knowledge deficits.
5.找到重點知識的不足。

When it started using data analytics to get more granular detail about student success, Ohio State's College of Medicine learned something interesting about test-takers: those that failed an exam the first time typically scored 90 percent or better on the second try. Some of that was because 70 percent of the test questions were identical to those on the first assessment.
俄亥俄州立大學(xué)醫(yī)學(xué)院開始使用數(shù)據(jù)分析來得到學(xué)生成功更加詳細的信息，它同時觀察到了一些關(guān)于參加考試的學(xué)生的有趣的現(xiàn)象：那些考試掛科的學(xué)生在第二次考試的時候通常會90分或者以上。部分原因是因為70%的補考試題與第一次考試的試題完全相同。

"They were only scoring about 66 percent on the brand-new questions, which comprised about 30 percent of the total test," said Ermie, who reviewed the data over time and realized that some students who advanced through the program were doing so with the same knowledge deficits they had when the failed the assessments the first time.
“在新加的試題上的得分率僅為66%，而新試題也只占總試題的30%，”Ermie說。他不斷的對數(shù)據(jù)進行分析，然后發(fā)現(xiàn)那些通過補考的學(xué)生會犯第一次測試中所犯的錯誤。

To tackle the issue, faculty members took a larger role in helping to guide the study process and started using remediation tests that included 100 percent new questions. "We had a slight uptick in failure rates as a result," said Ermie, "but we've also found that those students who did pass the remediation exams wound up having fewer problems down the road."
為了解決這一問題，教師在引導(dǎo)學(xué)生學(xué)習(xí)及開始參加補考考試（全是新的試題）時扮演著更重要的角色?！笆聦嵣辖Y(jié)果是掛科率會稍微增加，”Ermie說，“但是我們同時發(fā)現(xiàn)那些真正通過補考考試的同學(xué)在以后遇到的問題會更少?！?/div>

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