Kenneth R. Koedinger|Elizabeth A. McLaughlin|Neil T. Heffernan
A Quasi-Experimental Evaluation of An On-Line Formative Assessment and Tutoring System
Carnegie Mellon University|Carnegie Mellon University|Worcester Polytechnic Institute
assistments webbased math tutor designed address need timely student assessment simultaneously providing instruction thereby avoiding lost instruction time typically occurs assessment article presents quasiexperiment evaluates whether assistments use effect improving middle school students yearend test scores data collected 1240 seventh graders three treatment schools one comparison school posttest 7th grade yearend test results indicate adjusting pretest 6th grade yearend test students treatment schools significantly outperformed students comparison school difference especially present special education students usage analysis reveals greater student use assistments associated greater learning consistent hypothesis useful tutoring system also found evidence consistent hypothesis teachers adapt whole class instruction based overall student performance assistments namely increased teacher use ie students use system often associated greater learning among students little use suggesting students may benefited teachers adapting wholeclass instruction based learned assistments use reports results indicate potential using technology provide students instruction assessment give teachers fast continuous feedback student progress