A weekly coaching dashboard should help staff decide whom to contact, which teaching task to revisit and which access problem to resolve. Track attendance, activity completion and unresolved support separately. Define each denominator and date range before comparing batches; a login count is not evidence of learning.
Keep the first dashboard small
Use a fixed review period, a clear batch roster and a named owner for each follow-up. Track students who were actually eligible for an activity, not everyone ever registered. Where the platform cannot provide a field, maintain a manual record and label its source. This is a suggested operating dashboard, not a screenshot or a promise of built-in PrepLab reports.
Download the weekly dashboard worksheet. This is an editable, ungated worksheet from ThePrepLab. Examples are illustrative, not customer results. Use anonymous IDs instead of student personal information.
| Metric | Calculation or record | Decision it supports |
|---|---|---|
| Attendance | Attended required sessions / eligible student-session opportunities | Investigate timetable, access or participation issues |
| Activity completion | Eligible learners who submitted / eligible learners assigned | Find blocked or overdue work |
| First-attempt outcome | Record first attempts separately from retakes | Avoid confusing repeated practice with initial understanding |
| Unresolved support | Open issues with owner and age | Escalate the oldest blocking issues |
| Follow-up closure | Document action and next check | Confirm that intervention actually happened |
A worked weekly review
Imagine a batch of twenty learners with two required sessions each. There are forty eligible student-session opportunities; thirty-two attendances give 80% attendance. Sixteen learners submit the weekly quiz, so completion is also 80%, but these are different measures. Do not infer that the same four people account for every absence and missing submission.
Suppose two learners report access problems and one quiz question has an ambiguous key. Resolve access and review the question before interpreting low marks as a teaching failure. Record the decision: “Course access checked Tuesday; learner will try the practice activity Thursday.” A dashboard becomes useful when a number leads to a specific, reviewable action.
Why batch comparisons can mislead
A batch joining midweek has fewer eligible opportunities. A revision group may legitimately attempt more questions than an introductory group. If one course permits retakes and another does not, total attempt counts are not comparable. Show cohort size and assignment rules beside any percentage. Avoid public league tables built from unlike groups.
Run a short review meeting
- Check data completeness and the roster before reading trends.
- Identify access problems and disputed assessment items.
- Choose a small number of academic or support actions with owners.
- Set a next-check date and record what evidence would indicate resolution.
- Review last week’s actions before adding more tasks.
Is engagement the same as progress?
No. Time spent, logins and attempts describe activity. Learning requires evidence against an objective, such as an explanation or a correctly solved new problem. Keep dashboard operations separate from item-level analysis. If you track a change after an intervention, do not claim the intervention caused it without considering other explanations.
Start new learners with the seven-day onboarding checklist. Use student practice where appropriate and the remedial teaching record to document academic follow-through. Keep identifiable student-level records restricted to authorised staff.