Student Performance Roster Feedback

Since the feedback process begins with your participation, here are a few more details on how to use your Student Performance Rosters.

Instructor talking in front of students

Types of Feedback

Faculty report on student attendance because this may be the first sign that a student is having difficulty in a class. 

  • Attending - student is present and on-time for the start of every class session

  • Not Attending - student was attending at the beginning of the term but at the time of roster submission, they have stopped.  

  • Never Attended - student has never been present in class, has not been in touch with you, and is not completing any required coursework.  If the student has been in contact with you about their absence and is taking steps to stay current with the class, DO NOT report them as never attended; instead consider using the irregular attendance value.   

  • Irregular Attendance - may be used as a follow-up to a prior early alert, but could also be used for the student who has fallen into a regular pattern of being present and then absent each week or over several weeks.

  • Has started attending - typically used as a follow-up to a prior early alert documenting that the student had been absent more than expected by the instructor but has now begun attending more regularly

Performance flags identify the specific behavior or action that has put a student at risk in the course.  Faculty connect these flags with recommended actions the student should take to make improvements.

  • Behavior Problem in Clinical

  • Classroom behavior

  • Does not participate in class

  • Low discussion section scores

  • Low lab scores

  • Missing assignments

  • Not passing course

  • Not turning in homework

  • Poor homework

  • Poor performance quizzes/exams

  • Poor performance: writing

  • Sudden decline in performance

These performance alerts provide feedback to students about their behavior and actions over time

  • Increased level of risk - this trend is applied to a student when their performance, participation, and/or attendance has recently and significantly declined, putting the student at risk of not passing the course

  • Student has responded - indicates that the initial contact has been made

  • Some improvement - student has responded to recommended actions, but may need more effort still

  • Major improvement - student has shown noteworthy effort to improve their performance in class 

  • No longer at risk - student has successfully improved their standing in the class and is no longer at risk of failure 

Each campus has a set of recommended actions based on the support services available.  In general, faculty may choose from the following options:

  • Attend class

  • Turn in homework

  • Contact instructor

  • Contact advisor

  • Contact teaching assistant

  • Visit [student support or resource center name]

  • See Canvas feedback

  • Recommend no action