The effect of teachers reassigning students to new Cognitive Tutor sections
The effect of teachers reassigning students to new Cognitive Tutor sections
复制标题
教师将学生重新分配到新的认知导师部分的效果
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
John F. Pane
中科院分区：
文献类型：
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作者：
Adam C. Sales;John F. Pane
认知导师代数I（CTA 1）智能辅导系统的设计假设学生按照预先指定的艾德顺序完成材料的各个部分，只有在掌握第一部分的技能后才能从一个部分进入下一个部分。然而，该软件使教师能够通过重新分配学生到课程的不同部分来推翻这种结构。哪些学生被重新分配？重新分配会伤害学生的学习吗？有用吗？本文使用了CTA 1课程的一项大型有效性研究的治疗组的数据，以估计重新分配对学生代数I后测成绩的影响。由于重新分配不是随机的，我们采用多水平倾向评分匹配设计，沿着评估未测量混杂因素对偏倚的敏感性，以估计重新分配的效果。我们发现，重新分配降低了约0.2标准差后测分数-约相同的整体CTA 1治疗效果-未测量的混杂不太可能完全解释这种观察到的效果，以及重新分配的效果可能会有很大的不同教室。
The design of the Cognitive Tutor Algebra I (CTA1) intelligent tutoring system assumes that students work through sections of material following a pre-specified order, and only move on from one section to the next after mastering the first section’s skills. However, the software gives teachers the flexibility to override that structure, by reassigning students to different sections of the curriculum. Which students get reassigned? Does reassignment hurt student learning? Does it help? This paper used data from the treatment arm of a large effectiveness study of the CTA1 curriculum to estimate the effects of reassignment on students’ scores on an Algebra I posttest. Since reassignment is not randomized, we used a multilevel propensity score matching design, along with assessments of sensitivity to bias from unmeasured confounding, to estimate the effects of reassignment. We found that reassignment reduces posttest scores by roughly 0.2 standard deviations—–about the same as the overall CTA1 treatment effect—that unmeasured confounding is unlikely to completely explain this observed effect, and that the effect of reassignment may vary widely between classrooms.