Researchers are using tools borrowed from medicine and economics to figure out what works best in the classroom. Much of the new research goes beyond the simple metric of standardized tests to study learning in progress and the findings are beginning to fill in some blanks in that hugely complex puzzle called education.
One such innovative study was conducted by researcher and president of the International Educational Data Mining Society Ryan Baker. He and his colleagues completed a seven-year longitudinal study, funded by the National Science Foundation, looking at log files of how thousands of middle school students used a Web-based math-tutoring program called ASSISTments. The researchers then tracked whether the students went to college and, if they did, how selective the college was and what they majored in to see whether they could make connections between students' use of the software and their later academic achievements.
“Big data allows us to look over long periods, and it allows us to look in very fine detail,” Baker says. He and his colleagues were particularly interested in seeing what happened to students who were “gaming” the system—trying to get through a particular set of problems without following all the steps.
This five-year grant, led by TAF Co-Founder and Executive Director Cristina Heffernan, will be used to further develop ASSISTments’ innovative tutoring technology, which leverages teacher- and student-facing tools for core instruction. This project will focus on high-needs middle school math students and their teachers at more than 150 schools.Continue Reading
CenterPoint’s Fresh Start Screener in mathematics is now available through ASSISTment’s platform. The Fresh Start Screener helps teachers evaluate student understanding of content taught in the prior grade, gauge areas of strengths and unfinished learning, and chart their path forward.Continue Reading