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Author Ritter, Steve ♦ Joshi, Ambarish ♦ Fancsali, Stephen E. ♦ Nixon, Tristan
Source CiteSeerX
Content type Text
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Standardized Test ♦ Cognitive Tutor Interaction ♦ Grade Data ♦ School District ♦ Cognitive Tutor ♦ Model Performance ♦ Carnegie Learning ♦ Standardized Pretest Score ♦ Single Standardized Test Outcome ♦ Additional Grade Level ♦ Standardized Test Outcome ♦ Assessment System ♦ Standardized Test Score ♦ Interaction Data ♦ Middle School Mathematics Tutor ♦ Instructional System
Description Cognitive Tutors are primarily developed as instructional systems, with the goal of helping students learn. However, the systems are inherently also data collection and assessment systems. In this paper, we analyze data from over 3,000 students in a school district using Carnegie Learning’s Middle School Mathematics tutors and model performance on standardized tests. Combining a standardized pretest score with interaction data from Cognitive Tutor predicts outcomes of standardized tests better than the pretest alone. In addition, a model built using only 7th grade data and a single standardized test outcome (Virginia’s SOL) generalizes to additional grade levels (6 and 8) and standardized test outcomes (NWEA’s MAP).
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2013-01-01
Publisher Institution In Proceedings of the 6th International Conference on Educational Data Mining (Memphis, TN