learn about research involving this online formative assessment system and hear about how it is used...
DESCRIPTION
The Press… The Push The Press: More than ever we are TOLD, MANDATED, and SANCTIONED to use data to inform education decisions. Specifically, assessment data. Means state tests. The Push: These data are not timely, not informative for teachers; That is, these data points are autopsy data. TMI: Too Much Information.TRANSCRIPT
Learn about research involving this online formative assessment system and hear about
how it is used in classrooms.
Worcester Polytechnic Institute Introduces
Neil Heffernan, a computer science professor about his research
using this tool.
In this Webinar you will hear from:
Matt Militello, a professor of school leadership on how school leaders can use such a system.
Courtney Mulcahy, an 8th grade teacher who uses ASSISTment in her formative assessment process
every day.Cristina Heffernan, a professional
developer who trains teachers to use the system and incorporate it
into their classrooms.And Russ Rapose, District curriculum coordinator for
Milbury Public Schools
If Old McDonald Had An Assessment…
Matthew MilitelloAssistant Professor
The Press… The PushThe Press:
• More than ever we are TOLD, MANDATED, and SANCTIONED to use data to inform education decisions.
• Specifically, assessment data. Means state tests.
The Push:
• These data are not timely, not informative for teachers; That is, these data points are autopsy data.
• TMI: Too Much Information.
In Search of the Right Data!
Central OfficeStudent/School Growth
School LeadersTeacher Effectiveness
TeachersStudent Cognition
Formative Assessment Systems (FAS)There is Demand…. Supply Followed
Multi-Million Dollar Industry- Cost usually based on per student use
Not all FAS are the SAME!
How Do Districts Select, Support, and Use FAS?
Three Districts Three FASTechnical Features Implementation
Actual Use
Framework
Framework
Fit is defined by the INTENT of the districts selection (e.g. teacher use (student-diagnostic data) or district use (student growth model data) and the PURPOSE of the assessment
system—including validity.
Framework
Readiness is defined as: (1) building capacity in regard to both knowledge of the assessment product and (2) the
motivation to use the product in practice.
Framework
Coherence is how educators used the assessment systems fit into the context and the standard operating procedures of
the district. For instance, the creation of trigger mechanisms from review of data reports.
Woodbury Schools
Good fit for Central Office,but not teachers
Teachers ill-equipped Growth data forced on
daily practice
FAS-NWEA-MAP
Can’t Get Beyond FIT!
Can’t Get Beyond FIT!
Can’t Get Beyond FIT!
Needle in a Haystack:A FAS with Real-time, Student-Level Data!
Fit! Finally, Formative Assessments for TEACHERSTechnical Features Tutoring System for Real-Time Data
and Diagnostic Data: PURPOSETeacher-Level Use- Desire For This Data: INTENT
Using Intelligent Tutoring Systems to Help Math Teachers in the
Formative Assessment Process.
Prof. Neil HeffernanWorcester Polytechnic Institute
Who Am I? Teacher for America : teacher of middle
school math and science in Baltimore City PhD in Computer Science and Cognitive
Science–Licensed to Carnegie Learning Inc.
Tenure professor at Worcester Polytechnic Grant funded research on developing
interventions
Quick Project History - 2003 Teacher are being asked to use data to inform instruction, but every minute in the classroom spent on assessment is a minute lost to instruction.
US Department of Education (2003) Funded us to build a assessment system for teachers that did not take away teacher’s time.
Lindeman, Carolina Ruiz, George Heineman,
Murali Mani, Ryung Kim and others 30 others
Definitions A diagnostic assessment is an assessment
designed to uncover any misconceptions or gaps in knowledge or skills of individual students so that teachers can base their instruction on the current state of students’ knowledge, skills, or understanding.
Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes.
Research Questions for US Dept of Ed
1. Does ASSISTments work as an assessment tool? a. Reliably predict state test performance? b. Reliably advise teachers & students on what
knowledge to focus on?
2. Does ASSISTments help enhance student learning? c. Does the System effectively teach as it
assesses? b. Can teachers use the advice of this System to
lead to higher student learning?
The ASSISTment System A web-based
assessment system, designed to collect formative assessment data on student math skills
Usage has grown as our content has grown.
Currently, thousands of students use the system.
You Just Saw One ASSISTment A question within this “tutor” is what we call an
ASSISTment . We have 2,000 such ASSISTments for 7th and 8th
grade. (66 hours of instruction) We have another 1,000 for 6th grade. We have 1000 for 9-10th grade math, There are Three other types of content.
– Teacher created questions– Mastery Learning questions (track 130 skills in 8th
grade math) – Connected Math matching units (500
ASSISTments with tutoring)
Many Different Types of Reports State Test Report Knowledge component reports (based upon 130 middle school skills)
Item Report (e.g. for small formative assessments)
Mastery Learning Report (which students have reached mastery?)
Nam
es O
bscu
red
on P
urpo
se
Report to a Teacher on Their Own State Test
Research Questions for US Dept of Ed
1. Does ASSISTments work as an assessment tool? a. Reliably predict state test performance? b. Reliably advise teachers & students on what
knowledge to focus on?
2. Does ASSISTments help enhance student learning? c. Does the System effectively teach as it
assesses? b. Can teachers use the advice of this System to
lead to higher student learning?
Report to a Teacher on Their State
Predict Student Knowledge as Measured by State Test Scores
We have state scores from 2004 to 2009 for thousands of students.– We showed our error in predicting the
state test is as low as the test itself. – We showed we can even predict their 10th
grade math score from their 8th grade data.– We have shown we can more reliably
predict their state test score if we use how much assistance they need.
Feng, M., Heffernan, N.T., & Koedinger, K.R. (2009). Addressing the assessment challenge in an Intelligent Tutoring System that tutors as it assesses. The Journal
of User Modeling and User-Adapted Interaction. Vol 19: p243-266.
Feng, M., Beck, J,. Heffernan, N. & Koedinger, K. (2008) Can an Intelligent Tutoring System Predict Math Proficiency as Well as a Standardized Test?
In Baker & Beck (Eds.). Proceedings of the 1st International Conference on Education Data Mining. Montreal, Canada. pp.107-116.
ISBN - 13: 9780615306292
Feng, M., Heffernan, N. T., & Koedinger, K. R. (2006b). Addressing the testing challenge with a Web-based e-assessment system that tutors as it assesses. Proceedings of the
Fifteenth International World Wide Web Conference (WWW-06). New York, NY: ACM Press. ISBN:1-59593-332-9. pp. 307-316. [Nominated for Best Student Paper]
1. Does ASSISTments work as an assessment tool? a. Reliably predict state test performance? b. Reliably advise teachers & students on what
knowledge to focus on?
2. Does ASSISTments help enhance student learning? c. Does the System effectively teach as it
assesses? b. Can teachers use the advice of this System to
lead to higher student learning?
Research Questions for US Dept of Ed
We have shown that our transfer model is good enough to improve assessment.
Using finer-grained skill model can improve accuracy of the assessment of student knowledge.
Feng, M., Heffernan, N. T., Mani, M., & Heffernan, C. (2007). Assessing students’ performance longitudinally: Item difficulty parameter vs. skill learning tracking. The National Council on Educational Measurement 2007 Annual Conference, Chicago.
Feng , M, Heffernan, N., Heffernan, C. & Mani, M. (2009) Using Mixed-Effects Modeling to Analyze Different Grain-Sized Skill Models. Journal of Technology, Learning, and Assessment. (Featured Article of the year!)
Pardos, Z. A., Heffernan, N. T., Anderson, B. & Heffernan, C. (2007). The effect of model granularity on student performance prediction using Bayesian networks. The International User Modeling Conference 2007.
1. Does ASSISTments work as an assessment tool? a. Reliably predict state test performance? b. Reliably advise teachers & students on what
knowledge to focus on?
2. Does ASSISTments help enhance student learning? c. Does the System effectively teach as it
assesses? b. Can teachers use the advice of this System to
lead to higher student learning?
Research Questions for US Dept of Ed
Can teachers use the advice of this system to lead to higher student learning?
Quasi Experiment– Results: Student in schools that used
ASSISTments did better on state test than students in control schools.
– Results: Gaps were closed in achievement Recruitment for a large 60 school field trial is being organized.
$25 million dollar grant“i3” Investing in Innovation Fund grant line• If you are interested talk to me.
Stories of Formative Assessment
Online Exit Card
Mastery Learning
Book Homework
Online
Courtney Mulcahy, an 8th grade teacher who uses ASSISTment in her formative assessment process
every day.
The Formative Assessment Cycle
Objective
Lesson
Assessment
Teacher
Student
The Cycle can move through two or three iterations depending on the situation.
Objective Lesson Objective
LessonAssessmentObjectiveLesson
Assessment
Assessment
Online Exit Card
Objective
• Find the side of a triangle
using the Pythagorean
Theorem
Lesson
• Use Connected Math Book
Assessment
• Three question
Problem Set online on
ASSISTment
Assessment
• Three question
Problem Set online on
ASSISTment
Assessment
• Three question
Problem Set online on
ASSISTment
Teacher
Student
There were 43 students on this item report, not all are shown.
INCORRECTa2+b2 = c2
122+142 = x2
144 + 196 = x2
340= x2
18.44 = x
CORRECTa2+b2 = c2
122+x2 = 142
144 + x2 = 196x2 = 54x = 7.21
Online Exit Card
Objective
• Find the side of a triangle
using the Pythagorean
Theorem
Lesson
• Use Connected Math Book
Assessment
• Three question
Problem Set online on
ASSISTment
Objective
• Find the leg of a right
triangle using the
Pythagorean Theorem.
Lesson
• Discussed the different
elements of the
Pythagorean Theorem.
Mastery Learning
Objective
• Find Mean Median Mode Range
from data in a Stem and Leaf
Plot
Lesson
• Lessons in 7th Grade
Assessment
• Mastery Learning
Questions on Mean Median,
Mode and Range
from Stem and Leaf
plots
Assessment
• Mastery Learning
Questions on Mean Median,
Mode and Range
from Stem and Leaf
plots
Students work until they get 3 (or
another chosen number) right in a row. The are very involved in their
learning.
Mastery Learning
Objective
• Find Mean Median Mode Range
from data in a Stem and Leaf
Plot
Lesson
• Lessons in 7th Grade
Assessment
• Mastery Learning
Questions on Mean Median,
Mode and Range
from Stem and Leaf
plots
Objective
• Find Mean Median Mode Range
from data in a Stem and Leaf
Plot
Lesson
• Tutoring in ASSIST-ment.
Lesson
• Tutoring in ASSIST-ment.
Students gets instant
feedback and support.
Mastery Learning
Objective
• Find Mean Median Mode Range
from data in a Stem and Leaf
Plot
Lesson
• Lessons in 7th Grade
Assessment
• Mastery Learning
Questions on Mean Median,
Mode and Range
from Stem and Leaf
plots
Objective
• Find Mean Median Mode Range
from data in a Stem and Leaf
Plot
Lesson
• Tutoring in ASSIST-ment.
Assessment
• Students must work until they get 3 right in a row.
• Can give a static post test.
Assessment
• Students must work until they get 3 right in a row.
• Can give a static post
test.
Book Homework
Online
Objective
• Students will be able to
solve questions involving
exponential functions.
Lesson
• Use CMP Book
Assessment
• Homework from the
Book, with questions
online.• One question
asks about linear
equations.
Homework was Page 13 # 22 and 23 Page 16 # 34
Assessment
• Homework from the Book, with questions online.
• One question asks about linear equations.
From Connected Mathematics Project Page 16 of Growing
Growing Growing.
Assessment
• Homework from the
Book, with questions
online.• One question
asks about linear
equations.
This data informed both
teacher and students of the
need for the next objective
Book Homework
Online
Objective
• Students will be able to
solve questions involving
exponential functions.
Lesson
• Use CMP Book
Assessment
• Homework from the
Book, with questions
online.• One question
asks about linear
equations.
Objective
• While studying
exponential functions
students will be able to
answer questions
about linear relationships.
• Read what is being asked
carefully.
Lesson
• Discuss the linear
equation question in
class.
Assessment
• Next nights homework
had multiple questions
about comparing linear and
exponential functions.
From Connected
Mathematics Project Page
14 of Growing Growing Growing.
Assessment
• Next nights homework
had multiple questions
about comparing linear and
exponential functions.
Homework was Page 14 – 17 # 24 – 30 and 35 - 38
Stories of Formative Assessment
Online Exit Card
Mastery Learning
Book Homework
Online
Does It teach as It Assesses? We have done 6 different randomized controlled experiment, and ASSISTments consistently leads to statistically meaningful learning results.
Two examples 1. A homework study2. A classroom study
Comparing Traditional Paper and Pencil Homework
with Web-Based Homework
Leena Razzaq, Michael Mendicino & Neil HeffernanWorcester Polytechnic Institute & West Virginia University
Intelligent Tutoring Systems 2008
Mendicino, M., Razzaq, L. & Heffernan, N. T. (2009). Improving Learning from Homework Using Intelligent Tutoring Systems. Journal of Research on Technology in Education (JRTE). Published by the International Society For Technology in Education
(ISTE). Spring 2009 issue. 41:3 p 331-346.
Digital Divide Is Real.• Worcester is an urban district with only about
70% of homes with Internet.• Students already get weekly homework that
requires the Internet.• Worcester needs supports for students who
don’t have computers at home.– School libraries– Printable worksheet– Before school and homeroom
• These studies prepare us for a future where kids can get the benefit of computers.
Maine Lap Top Initiative Every student in the state get a lap top. Over half the districts let students take the lap top home.
State scores have gone up in English but stayed flat in Math. (Prof. David Silvernail)
Richmond Virginia (Henrico Country)
Is Homework Important?• Etta Kralovec, author of The End of Homework: How
Homework Disrupts Families, Overburdens Children, and Limits Learning
• "When work goes home, teachers have little control over who does the work. Teachers [are] unable to scaffold new knowledge for students, and [are] unaware of each student's true educational progress.”
• http://www.hno.harvard.edu/gazette/2000/09.28/homework.html
• Hattie(1999) meta-analysis across over 100 studies showed that homework has a .4 effect size.
Literature Review: Other Comparisons of PPH to Tutoring Systems
Little prior work but the best of it is at the college level
– Mastering Physics – (Warnakulasooriya & Pritchard, 2005)
– Andes (VanLehn et al., 2005) produced a mean effect size of 0.6 over paper-and-pencil homework.
74
Possible Advantages of Web Based Homework
• Better learning for students– Immediate feedback to students with
tutoring• More help for teachers
– Time saver– Common errors analyzed – Formative assessment—Teachers use the
data to guide instruction more effectively. – Homework help—Students take homework
more seriously because they know it will be graded and the grade recorded.
Possible Disadvantages • Many of these systems do not take students’
work into consideration.• Students may try to do more math in their heads. • Teacher may spend less time looking at student
work.• Cheating may be easier among students.
Experimental DesignPurpose: to determine if students can learn more by doing
their math homework with the ASSISTment System than when doing traditional paper-and-pencil homework
Control: Student did their work on paper. The next day teachers did a 10 minute review of the questions. Teachers used the same feedback the ASSISTments system gave.
Materials: Pretest and Posttest of 10 itemsHomework was also 10 questions but with different
numbers.
Topic A: Number Scene Topic B: Mixed 77
1. Which of the following is closest to the product of 397.8 * 10.3?o A) 3,000o B) 30,000o C) 400o D) 4,000
2. Which of the following shows the numbers in order from least to greatest?o A) 0.452, 0.51, 0.432o B) 0.452, 0.432, 0.51o C) 0.432, 0.51, 0.452o D) 0.432, 0.452, 0.51
4. What is 15/60 as a percent?
5. Write 10/25 as a decimal.
6. What is the value of the following expression? 7 * 6 + 3
7. Destinee has a total of 12 fish in her aquarium. Exactly 9 of the fish are goldfish. What percent of the fish in the aquarium are goldfish?
Sample “Number Sense”
Experimental Design Continued We did a repeated measures analysis where each
student participated in each condition but in different orders. This allows us to deal with the large variation in different students learning rates. We eliminate the need to model the variation between teachers.
We counter-balanced the homework assignments in a Latin square design. The order of seeing the topics were randomly assigned to different classrooms.
West Virginia- 4 math teachers
Experimental Design ContinuedDay Computer first group Paper-and-Pencil First Group
Class A Class B Class C Class D
Mon Pretest Number Sense Intro to ASSISTments
ASSISTments
Pretest MixedIntro to
ASSISTmentsASSISTments
Pretest MixPPH
Pretest Number SensePPH
Tues Post-test Number Sense
Post-test Mixed Review PPHPost-test Mix
Review PPHPost-test Number
Sense
Wed Pretest MixedPPH
Pretest Number SensePPH
Pretest Number SenseIntro to ASSISTments
ASSISTments
Pretest MixIntro to
ASSISTmentsASSISTments
Thurs Review PPHPost-test Mixed
Review PPHPost-test Number
Sense
Post-test Number Sense
Post-test Mix
80
Experimental Design Continued
To deal with the fact that not everyone had internet at home we only analyzed students that did their homework both nights in both conditions. Left us with 28 students
You can’t ask students if they internet at home
1. Its embarrassing2. They don’t know if they will be able to have access
Results• Students learned significantly in both conditions
• Students learned reliably more with ASSISTments (2.3 problems verse 1.14 problems) with 0.6 effect size (p = 0.05).
82
Results Not Due to a Few Students
Top 5 gain scores
were in the web based homework condition.
Our worst gain score is in our WBH condition.
Conclusions Students do learn significantly (.6 standard deviations more) more from using the ASSISTment System compared to traditional paper-and-pencil homework.
84
Implications• Results of this study are promising in that
kids can learn a good deal more with homework.
• Only study of its kind I am aware of in K12 that isolated the benefit of web based homework.
• Could be important to policy makers, particularly considering the popularity of one-to-one computing initiatives
• Will become be more relevant as the digital divide narrows.
Does an Intelligent Tutor lead to more learning than traditional classroom practice?
Most math classrooms give a lecture and then a period of time for practice.
We showed that kids learn a lot more when getting immediate feedback from the ITS than the “business as usual” control.
Results: Students learned more when using the computer compared to the traditional classroom.
– Razzaq, L., Mendicino, M. & Heffernan, N. (2008) Comparing classroom problem-solving with no feedback to web-based homework assistance. In Woolf, Aimeur, Nkambou and Lajoie (Eds.) Proceeding of the 9th International Conference on Intelligent Tutoring Systems. pp. 426 -437. Springer-Verlag: Berlin.
1. Does ASSISTments work as an assessment tool? a. Reliably predict state test performance? b. Reliably advise teachers & students on what
knowledge to focus on?
2. Does ASSISTments help enhance student learning? c. Does the System effectively teach as it
assesses? b. Can teachers use the advice of this System to
lead to higher student learning?
Research Questions for US Dept of Ed
Can teachers use the advice of this system to lead to higher student learning?
Quasi Experiment– Results: Student in schools that used
ASSISTments did better on state test than students in control schools.
– Results: Gaps were closed in achievement Recruitment for a large 60 school field trial is being organized.
$25 million dollar grant“i3” Investing in Innovation Fund grant line• If you are interested talk to me.
We Have Users in Over a Dozen Towns
Worcester, Auburn, Fitchburg—Classroom formative assessment
Shrewsbury—Nightly homework & Mastery Learning
Grafton—Open response explanation writing
Milbury—Benchmark Assessment every 9 weeks, teacher reports
Maine: Mastery Learning for homework
What have I not told you about? Parent Notification System How teacher and schools put in their own content.
Stick around for the next 30 minutes to learn how to– Create our own account,– Let kids log in, and– Build your own content. Cristina Heffernan
Thank you
Extra slides
Cognitive Tutor – Carnegie Learning Inc.
Replicated Field Studies
Controlled, full year classroom experiments Replicated over 3 years in urban schools In Pittsburgh
& Milwaukee
Results:50-100% better on problem solving & representation use.
15-25% better on standardized tests.
Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8.
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I o w a S A T s u b s e t P r o b l e mS o l v i n g
R e p r e s e n t -a t i o n s
T r a d i t i o n a l A l g e b r a C o u r s eC o g n i t i v e T u t o r A l g e b r a
An Intelligent Tutoring System Success Cognitive Tutor Algebra Most widely used ITS
– 1000+ schools across the country– Marketed by local spin-off company
Carnegie Learning “Exemplary Curricula” by US Dept of Ed. In
What Works Clearing House Most cited Journal of AI-ED paper
– Koedinger, Anderson, Hadley, & Mark (1997). Intelligent tutoring goes to school in the big city.
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