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Secondary teachers across the United States are being asked to use formative assessment data (Black and Wiliam 1998a,b; Roediger and 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 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)
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)
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)
Dynamic assessment (DA) has been advocated as an interactive approach to conduct assessments to students in the learning systems as it can differentiate student proficiency at a finer grained level. Sternberg and others have been pursuing an alternative to IQ tests. They proposed to give students tests to see how much assistance it takes a student to learn(More)
Content creation is a large component of the cost of creating educational software. For intelligent tutoring systems, estimates are that approximately 200 hours are required for every hour of instruction. We present an authoring tool designed to reduce this cost. The ASSISTment Builder is a tool that is designed to effectively create, edit, test, and deploy(More)
Student modeling and cognitive diagnostic assessment are important issues that need to be addressed for the development and successful application of intelligent tutoring systems (ITS). ITS needs the construction of complex models to represent the skills that students are using and their knowledge states, and practitioners want cognitively diagnostic(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)
Content creation is a large component of the cost of creating educational software. Estimates are that approximately 200 hours of development time are required for every hour of instruction. We present an authoring tool designed to reduce this cost as it helps to refine and maintain content. The ASSISTment Builder is a tool designed to effectively create,(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)