A Quasi-Experimental Evaluation of an On-Line Formative Assessment and Tutoring System

Autor/inn/en	Koedinger, Kenneth R.; McLaughlin, Elizabeth A.; Heffernan, Neil T.
Titel	A Quasi-Experimental Evaluation of an On-Line Formative Assessment and Tutoring System
Quelle	43 (2010) 4, S.489-510 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Feedback (Response); Middle School Students; Formative Evaluation; Grade 7; Grade 6; Tutoring; Federal Programs; High Stakes Tests; Urban Schools; Mathematics Instruction; Special Needs Students; Computer Software Evaluation; Instructional Material Evaluation; Instructional Effectiveness; Use Studies; Quasiexperimental Design; Experimental Groups; Control Groups; Pretests Posttests; Web Based Instruction; Computer Assisted Testing + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 06; 6. Schuljahr; Schuljahr 06; Förderkonzept; Nachhilfeunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics lessons; Mathematikunterricht; Sonderpädagogischer Förderbedarf; Softwareanalyse; Unterrichtserfolg; Benutzerschulung; Web Based Training
Abstract	ASSISTments is a web-based math tutor designed to address the need for timely student assessment while simultaneously providing instruction, thereby avoiding lost instruction time that typically occurs during assessment. This article presents a quasi-experiment that evaluates whether ASSISTments use has an effect on improving middle school students' year-end test scores. The data was collected from 1240 seventh graders in three treatment schools and one comparison school. Post-test (7th grade year-end test) results indicate, after adjusting for the pre-test (6th grade year-end test), that students in the treatment schools significantly outperformed students in the comparison school and the difference was especially present for special education students. A usage analysis reveals that greater student use of ASSISTments is associated with greater learning consistent with the hypothesis that it is useful as a tutoring system. We also found evidence consistent with the hypothesis that teachers adapt their whole class instruction based on overall student performance in ASSISTments. Namely, increased teacher use (i.e., having more students use the system more often) is associated with greater learning among students with little or no use, suggesting that those students may have benefited from teachers adapting their whole-class instruction based on what they learned from ASSISTments use reports. These results indicate potential for using technology to provide students instruction during assessment and to give teachers fast and continuous feedback on student progress. [This article was published in EJ952090.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01