In this paper we present a learning analytics conceptual framework that supports enquiry-based evaluation of learn- ing designs. The dimensions of the proposed framework emerged from a review of existing analytics tools, the analy-sis of interviews with teachers, and user scenarios to under- stand what types of analytics would be useful in evaluating a learning activity in relation to pedagogical intent. The proposed framework incorporates various types of analyt- ics, with the teacher playing a key role in bringing context to the analysis and making decisions on the feedback pro- vided to students as well as the scaffolding and adaptation of the learning design. The framework consists of five di-mensions: Temporal analytics, tool-specific analytics, cohort dynamics, comparative analytics and contingency. Specific metrics and visualisations are defined for each dimension of the conceptual framework. Finally the development of a tool that partially implements the conceptual framework is discussed.