Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At average Lexile levels, students' multiple choice accuracy was around 2.5% higher when they used any feature (t = 3.6, df = 9,788, p < .001), with significant interactions showing larger effects for lower-Lexile students (t = -2.7, p < .01) and lower difficulty (t = -2.1, p < .05). → Tare 2019

Evidence¶

Tare 2019¶

Tare, M. & Shell, A. R. (2019). Designing for learner variability: Examining the impact of research-based edtech in the classroom. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985 doi:10.51388/20.500.12265/81

q2 · i? · associational · r2

Mixed-effect linear model of multiple choice accuracy in the district log data. The report characterizes the main effect as "a slight increase in multiple choice accuracy, particularly for easier articles," with moderation by student Lexile and assignment difficulty.

"For students and articles at average Lexile levels, a mixed-effect linear model estimated that students' multiple choice accuracy was around 2.5% higher when they used any feature (t = 3.6, df = 9,788, p < .001). Interactions were significant such that the effect of feature use was larger for lower-Lexile students (t = -2.7, df = 11,053, p < .01), and larger when the difficulty (Lexile gap between student and article) was lower (t = -2.1, df = 11,359, p < .05)."

Discussion¶

Related Claims¶

• Using at least one feature raised students' multiple choice question attempt rate to 89 percent and eliminated the drop on hard assignments, with a significant feature-use × difficulty interaction — related
• Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or income, but substantial variation across teachers — related
• Teachers who tried ReadWorks features reported high intent to assign more and higher-level articles (89% and 82%) — related
• In the district study, teachers assigned articles above students' STAR Lexile levels (about 375 points higher on average), and greater STAR growth related to completing more, harder, and more accurate ReadWorks assignments — related
• Task difficulty moderated the detrimental effect of fixation, which was stronger for easier compared to harder tasks — related