document: Addressing the testing challenge with a web-based e-assessment system that tutors as it assesses Secondary teachers across the country are being asked to use formative assessment data to inform their classroom instruction . At the same time , critics of No Child Left Behind are calling the bill `` No Child Left Untestedö emphasizing the negative side of assessment , in that every hour spent assessing students is an hour lost from instruction . Or does it have to be ? What if we better integrated assessment into the classroom , and we allowed students to learn during the test ? Maybe we could even provide tutoring on the steps of solving problems . Our hypothesis is that we can achieve more accurate assessment by not only using data on whether students get test items right or wrong , but by also using data on the effort required for students to learn how to solve a test item . We provide evidence for this hypothesis using data collected with our E-ASSISTment system by more than 600 students over the course of the 2004-2005 school year . We also show that we can track student knowledge over time using modern longitudinal data analysis techniques . In a separate paper ( 9 ) , we report on the ASSISTment system 's architecture and scalability , while this paper is focused on how we can reliably assess student learning .
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