Schools using the ASSISTment formative assessment platform significantly outperformed matched schools on the state mathematics test¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a study by Koedinger and colleagues (2010), schools using ASSISTment significantly outperformed matched schools on the state mathematics test. → 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? · review · r2

The chapter describes ASSISTment as "a Web-based platform that allows teachers to develop formative assessments for fourth- to tenth-grade mathematics classes" and reports the cited quasi-experimental evaluation: "schools using ASSISTment significantly outperformed matched schools on the state mathematics test." No effect size is printed.

"Koedinger and his colleagues (2010) reported that the schools using ASSISTment significantly outperformed matched schools on the state mathematics test"

Discussion¶

Related Claims¶

• Intelligent tutoring systems have been shown to improve upon typical classroom instruction — a broader claim this one bears on
• The intervention significantly benefited 6th-grade students but showed no significant effects for 7th or 8th graders — a narrower finding that bears on this claim
• vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — related
• Learning benefits of Cognitive Tutor interactivity are supported to varying extents by a growing body of experimental studies — related
• Usage amount moderated the effect of a formative assessment tool in Koedinger et al. (2010) — related