Teachers rated literacy rankings as more accurate than numeracy rankings¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Design limits · Sun 2026: the comparison group also received the intervention; groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-28)

Subclaims¶

q3 i? Teachers rated learners' literacy ranking as 'yes' significantly more than they selected 'yes' for learners' numeracy ranking, suggesting the algorithm estimated foundational literacy competencies more accurately than numeracy competencies. → Sun 2026

Evidence¶

Sun 2026¶

Sun, C., Major, L., Daltry, R., Obradovic, L., & Friedberg, A. (2026). Enhancing literacy and numeracy through teacher dashboards and digital personalised learning: an A/B/C test in Kenyan early years education. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10703-1

q3 · i? · causal · r2

Chi-square analysis of the association between rating type and learning domain across both dashboard partitions. Teachers expressed significantly more confidence in the accuracy of literacy rankings than numeracy rankings.

"teachers rated learners’ literacy ranking as “yes” significantly more than they selected “yes” for learners’ numeracy ranking (χ2 (1, N = 15,609) = 24.96, p <.001). There was also a significant difference for the “unsure” rating, with proportionally more teachers selecting this for learners’ numeracy ranking than literacy ranking (χ 2 (1, N = 3,002) = 114.36, p <.001)."

Discussion¶

Related Claims¶

• The Grouped Dashboard partition scored significantly higher on two literacy test units, with no significant differences on the other seven units including all numeracy tests — related
• Teachers perceived the ranking of male students to be more accurate than that of female students — related
• Teachers rated the Grouped Dashboard as less accurate than the List Dashboard, providing significantly fewer 'yes' and more 'no' accuracy ratings — related
• Teachers perceived 'practised enough' learners to be less accurately placed than learners in the other two Grouped Dashboard categories — related
• High school teachers' rankings of algebra problem difficulty were uncorrelated with student performance, while middle school teachers' rankings were accurate — related