Conceptualizing Teacher Recipience of Analytics Dashboards: A Preliminary Framework

Abstract

Analytics dashboards offer consolidated views of student progress and performance intended to support pedagogical decision‐making. Yet teachers’ uptake and productive use of these dashboards vary, reflecting differences not only in technical proficiency but in how teachers engage with, interpret, and act upon dashboard information. Building on work in feedback recipience, sensemaking, and digital assessment literacy, this paper conceptualizes teacher dashboard recipience as a construct that foregrounds teachers’ attitudes and behaviours in seeking, interpreting, and using dashboard information. We propose a preliminary framework that links dashboard interactions to metacognition, sensemaking, and pedagogical moves, and delineate its translation into a dashboard recipience instrument. We specify practice‐critical understandings that teachers need to work meaningfully with dashboards and conclude with pragmatic future research implementation plans. Collectively, these contributions provide a foundation for realizing greater pedagogical value from dashboards in everyday classrooms by foregrounding how teachers transform dashboard information into evidence‐informed instructional action.