In a controlled evaluation with 268 ninth-grade students, embedding elaborated feedback in the ACED system did not impair assessment quality and produced significantly greater learning than a control group¶
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Evidence · 1 study · causalr?·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A controlled evaluation testing 268 ninth-grade students showed assessment quality was unimpaired by feedback provision, and ACED students showed significantly greater learning of the content compared with a control group. → Shute 2013
Evidence¶
Shute 2013¶
Shute, V. J., & Kim, Y. J. (2013). Formative and stealth assessment. In J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology. Springer. https://doi.org/10.1007/978-1-4614-3185-5_25
q3 · i? · causal · r?
Controlled evaluation of ACED (Adaptive Content with Evidence-based Diagnosis), an adaptive diagnostic pre-algebra system with elaborated feedback, testing 268 ninth-grade students. The chapter reports that "students using the ACED system showed significantly greater learn - ing of the content compared with a control group" and that assessment quality was unimpaired by feedback provision. No effect size is printed.
"Moreover, students using the ACED system showed significantly greater learn - ing of the content compared with a control group. These findings suggest that assessments in other settings"
Discussion¶
Related Claims¶
- Non-layered AI feedback produced significantly higher post-test performance than layered AI feedback after controlling for pre-test — related
- Automated real-time feedback in an adaptive diagnostic ITS produced greater progression on a SOLO-based mathematics assessment than the same system without real-time feedback — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
aced-feedback-unimpaired-assessment-greater-learning |
title |
In a controlled evaluation with 268 ninth-grade students, embedding elaborated feedback in the ACED system did not impair assessment quality and produced significantly greater learning than a control group |
description |
In a controlled evaluation with 268 ninth-grade students, embedding elaborated feedback in the ACED system did not impair assessment quality and produced significantly greater learning than a control group |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shute-2013 |
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