Teachers used ASSISTments reports to adjust instruction and make problem review more frequent, targeted, and data driven¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 92 percent of teachers reviewed at least half of assignment reports; after reviewing a report teachers adjusted teaching plans on 46.2% of logged days, most commonly reteaching topics and filling learning gaps (65.8% of changes). → Feng 2025 q2 i? 74.1% of teachers used ASSISTments reports to determine which problems to review, and 89.7% projected reports for the class, supporting anonymized whole-class discussion of common errors. → Feng 2025 (2)

Evidence¶

Feng 2025¶

Feng, M., Li, L., Brezack, N., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments companion report: Implementation analysis of the ASSISTments intervention. WestEd. https://eric.ed.gov/?id=ED677784

q2 · i? · design · r2

Triangulation of system use data, instructional logs, and post-intervention survey for Step 3 of the four-step routine. The article reports teachers used reports to reteach topics (65.8% of changes), select individual students (32.4%), or groups (20.0%).

"92 percent of teachers reviewed at least half of the ASSISTments assignment reports for their classes (system data)"

Feng 2025 (2)¶

Feng, M., Li, L., Brezack, N., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments companion report: Implementation analysis of the ASSISTments intervention. WestEd. https://eric.ed.gov/?id=ED677784

q2 · i? · causal · r2

Post-intervention survey and log data for Step 4. The article states projecting anonymized reports can "help make the class discussion more inclusive, build a culture of collective learning," and may specifically benefit lower-performing students.

"Many teachers (74.1%, post-intervention survey) indicated that they used ASSISTments reports to determine which problems to review. Teachers also frequently projected these reports for the class— 89.7 percent reported doing so during the school year"

Discussion¶

Related Claims¶

• Timely feedback on homework increases learning, and computer platforms providing immediate feedback help teachers adapt — a broader claim this one bears on
• High-dosage tutoring, frequent teacher feedback and coaching, and data-driven instructional practices show moderately strong evidence of association with charter-school achievement impacts — a broader claim this one bears on
• A possible mediating effect of teacher homework review practices was observed in the ASSISTments trial, but the planned mediation analysis failed to show an effect — related
• Support for data-driven instruction did not increase teachers' data use or change their instructional practices — reports the opposite