Teacher Student Feedback
Working for an Institutional system has been a great opportunity to build some very exciting projects.
I will be sharing it with you as soon as it will come out.
About the Case Study
This project is an internal system of the Ministry of Education in Israel, a system through which the teacher’s feedback promotes learning in his or her students in real time.
The teacher will be able to use the recorded data as a formal measure in the evaluation of his or her students.
The student feels a personal connection with his or her teacher during the lesson, even without the teacher calling his or her name. The student will be able to share his or her experiences with friends and parents.
Some students lose interest in a lesson, become frustrated and eventually move away from the material being studied. The roots of this problem are:
Lack of motivation
The student does not feel connected to the subject, which causes him frustration to the point where he or she wants to abandon the subject.
Lack of personal attention
It is difficult to give personal attention to each student, especially in large classes of 40 students.
Assuming that the teacher gives the student positive feedback, it is usually done verbally.
The teacher has no way of documenting positive feedback in an effective way for grades at the end of the semester.
The feedback system in Israel and the world usually deals with negative feedback that is given only at the end of the lesson and not in real-time.
These feedback systems are completely transparent to the parents and the student cannot decide whether to share the feedback or not.
For example, MASHOV is a working feedback system, which is used in most schools in Israel.
In contrast, our system includes both positive and negative feedback, gives feedback to the student in real time and gives the student an option to view the feedback before sharing with his or her parents.
Analysis Results - Insights
After conversations and questions with teachers in Israel, we understood our target audience, their critical moments and their needs.
For example, a number of professional teachers noted that the beginning of the year is particularly a difficult time for the students because they begin many classes at once and have difficulty remembering names.
We want the application to help them at this difficult time.
Another example: teachers who work with groups do not notice that the lesson is over. They want the app to alert them a few minutes before the end of the lesson.
Asking the right questions by interviews, and testing.
Finding the right words, and asking in an understandable way.
and Usage Scenario
By analyzing the target users, we build personas that represent the product.
Every persona has a different value with different characteristics.
The next step is to write a usage scenario for each persona.
The distribution of persons according to the survey among teachers
emotions graph and critical moments in each person
Scenario - description of the day in the life of the persona and her encounters with the system
Editing a list of requirements and priorities according to the different personas and their level of importance.
Preparing a sketch for mobile and web based on the importance of functionality
Navigation Model Screen Flow
A flowchart of all screens for each device, desktop computer, tablet, and mobile device that shows the easy and clear behavior in the process
Screen flow for each device and its own purposes
Wireframe and Prototype
Brings out the flowchart of the screenshots.
Taking all possible situations and bringing them to a uniform and clear sequence.
One of the most important process, usability testing among teachers who showed us their ability to use the app in a flow, easy and clear way