scholarly journals Khan Academy as Supplemental Instruction: A Controlled Study of a Computer-Based Mathematics Intervention

2017 ◽  
Vol 18 (4) ◽  
Author(s):  
Daniel Patrick Kelly ◽  
Teomara Rutherford
Keyword(s):  
Student Performance ◽  
Test Scores ◽  
Controlled Study ◽  
Control Group ◽  
Open Educational Resource ◽  
Mathematics Intervention ◽  
Computer Based ◽  
Student Test ◽  
Student Test Scores ◽  
Khan Academy

<p class="3">Khan Academy is a large and popular open educational resource (OER) with little empirical study into its impact on student achievement in mathematics when used in schools. In this study, we examined the use of Khan Academy as a mathematics intervention among seventh grade students over a 4-week period versus a control group. We also compared differences between students who had supplemental mathematics instruction and those who had not. In both cases, we found no statistically significant differences in student test scores. Khan Academy has several internal metrics used to track student performance and use. We found significant relationships between these metrics and student test scores in this study. Khan Academy and other OER provide access to information and knowledge to large numbers of the population. This research adds to the discourse methods by which Khan Academy and other OER may affect learners.</p>

scholarly journals Pandemic Schooling Mode and Student Test Scores: Evidence from US States

2021 ◽  
Author(s):  
Clare Halloran ◽  
Rebecca Jack ◽  
James Okun ◽  
Emily Oster
Keyword(s):  
Test Scores ◽  
Us States ◽  
Student Test ◽  
Student Test Scores

scholarly journals If You Build it Will They Come? Teachers’ Online Use of Student Performance Data

2013 ◽  
Vol 8 (2) ◽  
pp. 168-207 ◽  
Author(s):  
John H. Tyler
Keyword(s):  
Student Performance ◽  
Test Data ◽  
Effective Teacher ◽  
Urban District ◽  
Web Based ◽  
Achievement Gains ◽  
Computer Based ◽  
Student Test ◽  
Teacher Data ◽  
Student Performance Data

Testing of students and computer systems to store, manage, analyze, and report the resulting test data have grown hand-in-hand. Extant research on teacher use of electronically stored data are largely qualitative and focused on the conditions necessary (but not sufficient) for effective teacher data use. Absent from the research is objective information on how much and in what ways teachers use computer-based student test data, even when supposed precursors of usage are in place. This paper addresses this knowledge gap by analyzing the online activities of teachers in one mid-size urban district. Utilizing Web logs collected between 2008 and 2010, I find low teacher interaction with Web-based pages that contain student test information that could potentially inform practice. I also find no evidence that teacher usage of Web-based student data are related to student achievement gains, but there is reason to believe these estimates are downwardly biased.

The Valid Use of Student Performance Measures for Teacher Evaluation

1986 ◽  
Vol 8 (1) ◽  
pp. 45-60 ◽  
Author(s):  
Edward Haertel
Keyword(s):  
Teacher Evaluation ◽  
Student Performance ◽  
Performance Measures ◽  
Test Scores ◽  
Teacher Performance ◽  
Achievement Test ◽  
Student Work ◽  
Student Test ◽  
Poor Teaching ◽  
Single Set

Student achievement test scores appear promising as indicators of teacher performance, but their use carries significant risks. Inappropriate tests improperly used may encourage undesirable shifts in curricular focus or poor teaching practices, and may unfairly favor teachers of more able classes. It is often said that standardized achievement test batteries are unsuitable for teacher evaluation, but few systematic alternatives have been suggested. The purposes of this paper are to analyze some problems in using student test scores to evaluate teachers and to propose an achievement-based model for teacher evaluation that is effective, affordable, fair, legally defensible, and politically acceptable. The system is designed only for detecting and documenting poor teacher performance; rewarding excellence in teaching is viewed as a separate problem, and is not addressed in this paper. In addition to pretesting and statistical adjustments for student aptitude differences, the proposed system relies upon attendance data and portfolios of student work to distinguish alternative explanations for poor test scores. While no single set of procedures can eliminate all errors, the proposed system, if carefully implemented, could expose teaching to constructive scrutiny, organize objective information about teaching adequacy, and help to guide its improvement.

An Investigation of Manipulative Models on the Learning of Programming Loops

1993 ◽  
Vol 9 (3) ◽  
pp. 397-412 ◽  
Author(s):  
Sylvester Upah ◽  
Rex Thomas
Keyword(s):  
Treatment Group ◽  
Student Performance ◽  
Classroom Instruction ◽  
Direct Application ◽  
Control Group ◽  
Measurable Effect ◽  
Computer Based ◽  
Paper And Pencil

In this study of the learning of programming, two computer-based simulations (manipulative models) of program loops were compared with a computer-based tutorial combined with paper-and-pencil exercises. For the treatment group, one simulation was used prior to and one following classroom instruction on the WHILE-DO and REPEAT-UNTIL looping constructs. For the control group, the tutorial preceded classroom instruction, which was followed by the paper-and-pencil exercises. Students using the manipulative models were more successful in applying their knowledge of loops to a situation requiring transfer, but were no more successful on problems requiring interpretation or direct application. Previous programming experience did not produce a measurable effect on student performance on looping problems.

The Effect of Attending a Charter School in Newark, New Jersey, on Student Test Scores

2021 ◽  
pp. 016237372110364
Author(s):  
Marcus A. Winters ◽  
Colin Shanks
Keyword(s):  
New Jersey ◽  
Charter School ◽  
Test Scores ◽  
English Language ◽  
Causal Effect ◽  
School Enrollment ◽  
Knowledge Is Power Program ◽  
Deferred Acceptance ◽  
Student Test ◽  
Student Test Scores

We exploit information about parental preference and a randomized component in the assignment of students to schools within a deferred acceptance (DA) mechanism to estimate the causal effect of enrolling in a charter school in Newark, New Jersey, on student test scores. The estimates incorporate variation from students attending about 70% of the city’s charter schools, accounting for about 85% of charter school enrollment. Enrolling in a Newark charter school that participated in the DA assignment process leads to a large and statistically significant increase in math and English Language Arts (ELA) scores. Enrolling in a charter school that is operated by either the Knowledge Is Power Program (KIPP) or Uncommon charter school networks has an especially large effect.

scholarly journals The Effectiveness of Saireito, a Traditional Japanese Herbal Medicine, in Reducing Postoperative Edema after Acquired Ptosis Surgery: A Prospective Controlled Trial

2018 ◽  
Vol 2018 ◽  
pp. 1-8 ◽  
Author(s):  
Naoki Morimoto ◽  
Natsuko Kakudo ◽  
Toshihito Mitsui ◽  
Atsuyuki Kuro ◽  
Yuko Ueda ◽  
...  
Keyword(s):  
Herbal Medicine ◽  
Digital Images ◽  
Controlled Trial ◽  
Controlled Study ◽  
Control Group ◽  
Common Complication ◽  
Visual Analog Scales ◽  
Japanese Herbal Medicine ◽  
Computer Based ◽  
Ptosis Surgery

Background. Persistent edema is a common complication after the surgical treatment of blepharoptosis; however, no objective methods have been established for evaluating or treating this condition. We focused on the Japanese herbal medicine, Saireito, and evaluated its efficacy in reducing postoperative edema. Methods. This was a prospective, nonrandomized, and controlled study. We evaluated the incidence of postoperative edema in a Control group using a subjective patient-assessed visual analog scales (VASs) to assess swelling, pain, itching, and local warmth and an objective surgeon-assessed VAS to evaluate swelling. Swelling was also assessed by an objective computer-based analysis of digital images. These methods were used to evaluate the effects of Saireito (8.1 g/day) for 8 weeks. Results. A total of 49 patients and 80 eyelids were enrolled. Twenty-nine patients and 48 eyelids were assigned to the Control group, and 20 patients and 32 eyelids were assigned to the Saireito group. Our analysis of the Control group indicated that postoperative edema persisted for up to 8 weeks. On the other hand, the postoperative edema in the Saireito group was mostly eliminated at 8 weeks. The computer-based analysis of digital images showed that the edema tended to be reduced in the Saireito group compared with the Control group. Conclusion. Saireito might be effective for reducing postoperative edema after blepharoptosis surgery and almost completely eliminated it at 8 weeks after surgery. This study was a preliminary and nonrandomized study; therefore, the randomized and placebo-controlled study will be needed in the next step.

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