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Secondary teachers across the United States are being asked to use formative assessment data (Black & Wiliam, 1998a, 1998b; Roediger & Karpicke, 2006) to inform their classroom instruction. At the same time, critics of US government's No Child Left Behind legislation are calling the bill " No Child Left Untested ". Among other things, critics point out that(More)
The authors are grateful for the deliberations of our technical working group (TWG) of academic experts in educational data mining and learning analytics. These experts provided constructive guidance and comments for this issue brief. The TWG comprised Ryan S. In data mining and data analytics, tools and techniques once confined to research laboratories are(More)
The ASSISTment system was used by over 600 students in 2004-05 school year as part of their math class. While in [7] we reported student learning within the ASSISTment system, in this paper we focus on the assessment aspect. Our approach is to use data that the system collected through a year to tracking student learning and thus estimate their performance(More)
Middle school mathematics teachers are often forced to choose between assisting students' development and assessing students' abilities because of limited classroom time available. To help teachers make better use of their time, a web-based system, called the Assistment system, was created to integrate assistance and assessment by offering instruction to(More)
Two modelling methods were employed to answer the same research question of how accurate the various grained WPI 1, 5, 39 and 106 skill models are at assessing student knowledge in the ASSISTment online tutoring system and predicting their performance on the 2005 state MCAS test. One method, used by the second author, is mixed effect statistical modelling.(More)
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(More)
Limited classroom time available in middle school mathematics classes forces teachers to choose between assisting students' development and assessing students' abilities. To help teachers make better use of their time, we are integrating assistance and assessment by utilizing a web-based system (" Assistment ") that will offer instruction to students while(More)
Middle school mathematics teachers are often forced to choose between assisting students' development and assessing students' abilities because of limited classroom time available. To help teachers make better use of their time, we are integrating assistance and assessment by utilizing a web-based system ("Assistment") that will offer instruction to(More)
In Massachusetts, similar to many states, teachers are being asked to use state mandated assessments in a data-driven manner to help their students meet state standards. However, teachers want feedback on student performance much more often than once a year and they also want better feedback than they currently receive. For instance, while the number of(More)
Most assessments, like the math subtest of the SAT or the GRE, are unidimensional, in that they treat all questions on the test as sampling a single underlying " skill ". Can we predict state tests scores better if we tag the questions with fine-grained models the skills needed? Psychometricians don't do this presumably because they don't get better fitting(More)