Students who had an Opener made substantially greater gains on the embedded assessment than students without an Opener¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Opener students doubled the mean gain score of no-Opener students on the embedded assessment (.29 vs .13), with no significant difference in pre-Opener scores. → Zertuche 2012

Evidence¶

Zertuche 2012¶

Zertuche, A., Gerard, L., & Linn, M. C. (2012). How do Openers Contribute to Student Learning? International Electronic Journal of Elementary Education, 5(1), 79-92. https://eric.ed.gov/?id=EJ1070484

q3 · i? · causal · r2

Comparison of original and revised embedded-assessment responses scored with the knowledge integration rubric: 105 Opener pairs vs 30 no-Opener pairs. Table 3 reports revision rates of 66% (Opener) vs 33% (no Opener).

"students who had an Opener ( M = .29, SD = .78) doubled the mean gain score of those students who did not have an Opener ( M = .13, SD = .51) on the embedded assessment. There was no significant difference between conditions in students' pre-Opener scores."

Discussion¶

Related Claims¶

• Openers particularly benefited students who began with partial (level 3) understanding, while level 2 students made only modest gains — a narrower finding that bears on this claim
• Students who participate in an Opener are significantly more likely to revisit and revise their embedded-assessment work than students with no Opener — related