A report isn't a spreadsheet to file away. It's a way to follow the path of each learner and to decide with grounds what to do next. And now the Comprehensive course report adapts to you: you choose which items to export and in what order, so it says exactly what you need to read.
It's the campus's most complete report. For each user in a classroom it gathers their performance in contents, activities, assessments, forums, SCORM and LTI resources, plus progress, time of use and last interaction. A single view, designed for tutors and administrators, that brings together in one place what is normally scattered.
Put another way: if you want to understand not only whether someone is progressing, but where they get stuck and when they stopped logging in, this is the report. What's new is that it no longer comes in a fixed mold: you configure it.
What changed: now you build it to fit you
NUEVO
✅Choose which items are exported
You can select which types of materials to include —only assessments, only readings, or whatever combination you need—. Bear in mind that each item adds several columns (status, date, grade, as applicable), so choosing well also keeps the report readable.
NUEVO
🧩Order them as in your Program
You can force the column order to follow the Program index, grouping the items by unit and separator. Otherwise, they're grouped by type of material. The difference isn't cosmetic: with the Program order, the report reads just like the path your students see.
What it shows you, item by item
| Assessments | Status, grade and date of each attempt |
| Activities | Status, grade and date |
| Debates | Number of contributions, status and date by topic |
| Surveys | Date completed |
| Texts and study material | Status and reading date |
| SCORM and LTI resources | Status and reading date |
And always, beyond the items you choose, each user brings a row with their overall picture: total progress and progress by unit, estimated time of use, first and last interaction, and the access and follow-up notices sent, with date and time. You can also add student data (email, date of birth, enrollment date in the classroom and additional fields).
A note for reading the numbers correctly: the estimated time of use counts blocks of up to 30 minutes between clicks. If someone leaves the tab open, that idle time isn't added.
Four concrete ways to use it
🔎See where the group gets stuck (not in general, but at the exact point)
Generate the report with the Program order, grouped by unit. Reading progress by module alongside the status of each item in order, the units where the group stalls jump out: an assessment almost no one passed, a material few read. That tells you where to reinforce, with the unit's first and last name.
🎯A clean grade sheet
If you only care about grades, select only assessments and activities. The report brings status, grade and date of each attempt, without the noise of the rest of the columns. Ideal for closing grades or reviewing retakes without getting lost among hundreds of fields.
🧭Spot in time those who are slipping away
Cross-reference estimated time of use, last interaction and the follow-up notices already sent. From that cross comes the concrete list of who to write to before they drop out, and with the data on whether they've already been notified or not.
📋Take the follow-up to the faculty meeting
Force the Program order: the columns end up in the same order in which students go through the contents, grouped by unit and separator. In the meeting, the whole team reads the trajectory just as it happens in the classroom, without having to translate anything.
⚠️A powerful report calls for a little care
By integrating so much data, this report is very long in columns and records. To keep it nimble and easy to read, it's best to narrow units and users to what you're actually going to analyze, and to generate it during the campus's low-usage hours, so as not to affect those who are working.
Data for data's sake isn't enough
John Hattie sums it up well when asked how important data are for teachers and how they can be used:
“Data are important, but even more important is the interpretation teachers make of that data, how effective and validated those interpretations are that then lead to improving or changing their educational practices so that their students progress. If there's no progression, then the data were wrong or the interpretation was mistaken. I've argued that we have overemphasized the concept of data, without emphasizing the concept of interpretation.”
What turns a report into a tool isn't the number of columns, but the decision it enables: whom to accompany, which unit to reinforce, when to intervene. Being able to choose what to include and order it like your Program is, precisely, what brings the report closer to that decision. It stops being a snapshot of what happened to become a map of what's worth doing.
Want us to think together about how to set it up for your case? Write to soporte@educativa.com and we'll work it out.
John Hattie, in an interview with Camila Gottlieb. “Uso de datos y nuevas evaluaciones”, + Aprendizaje, no. 3, Sept. 2019.
educativa Team / educativa Support Dept.