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Download full textChung, Gregory K. W. K.; Delacruz, Girlie C.; Dionne, Gary B.; Baker, Eva L.; Lee, John J.; Osmundson, Ellen – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2016
This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge…
Descriptors: Grade 6, Algebra, Grade 8, Individualized Instruction
Chung, Gregory K. W. K.; Choi, Kilchan; Baker, Eva L.; Cai, Li – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2014
A large-scale randomized controlled trial tested the effects of researcher-developed learning games on a transfer measure of fractions knowledge. The measure contained items similar to standardized assessments. Thirty treatment and 29 control classrooms (~1500 students, 9 districts, 26 schools) participated in the study. Students in treatment…
Descriptors: Video Games, Educational Games, Mathematics Instruction, Mathematics
Peer reviewed
Direct linkPhelan, Julia C.; Choi, Kilchan; Niemi, David; Vendlinski, Terry P.; Baker, Eva L.; Herman, Joan – Assessment in Education: Principles, Policy & Practice, 2012
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative…
Descriptors: Middle School Students, Mathematics Achievement, Mathematics Tests, Formative Evaluation
Phelan, Julia; Vendlinski, Terry; Choi, Kilchan; Dai, Yunyun; Herman, Joan; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The POWERSOURCE[c] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any mathematics curriculum. POWERSOURCE[c] includes both a system of learning-based assessments and an infrastructure to support teachers' use of those assessments to improve student learning. The core undertaking…
Descriptors: Computer Software, Intervention, Formative Evaluation, Mathematics Curriculum
Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The POWERSOURCE[C] intervention is intended as a generalizable and powerful formative assessment strategy that can be integrated with any on-going mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Combining theory and research in cognition, assessment and learning (for both adults and students) with…
Descriptors: Formative Evaluation, Student Evaluation, Mathematics Education, Intervention
Phelan, Julia; Vendlinski, Terry; Choi, Kilchan; Herman, Joan; Baker, Eva L. – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2011
The POWERSOURCE[c] intervention is a generalizable and powerful formative assessment-based strategy that can be integrated with any ongoing mathematics curriculum to improve teachers' knowledge and practice and, in turn, student learning. Our primary research objectives are based on our hypotheses that as a result of POWERSOURCE[c], teachers will…
Descriptors: Mathematics Curriculum, Computer Managed Instruction, Intervention, Formative Evaluation
Chung, Gregory K. W. K.; Delacruz, Girlie C.; Dionne, Gary B.; Baker, Eva L.; Lee, John; Osmundson, Ellen – Online Submission, 2007
In this study we explored the effectiveness of individualizing instruction using a system that diagnosed students' knowledge gaps in pre-algebra and provided individualized instruction and practice. One hundred middle school students participated, and received either no instruction or individualized computer-based instruction. Diagnosis of…
Descriptors: Mathematical Concepts, Intelligent Tutoring Systems, Identification, Effect Size
