Evaluating ACED: The Impact of Feedback and Adaptivity on Learning

Authors:
Valerie J. Shute;Eric G. Hansen;Russell G. Almond
Affiliations:
Educational Testing Service, Princeton, New Jersey, USA;Educational Testing Service, Princeton, New Jersey, USA;Educational Testing Service, Princeton, New Jersey, USA
Venue:
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Year:
2007

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Abstract

This paper reports on the evaluation of a program named ACED (Adaptive Content with Evidence-based Diagnosis)---an assessment for learning system using Algebra I content related to the topic of geometric sequences. We used an evidence-centered design (ECD) approach [1] to create the system which includes three main models: proficiency, evidence, and task. Our goals of this study were to determine the learning benefit of the key design elements of adaptivity and formative feedback. Results from an experiment testing 268 heterogeneous students generally show that the system: (a) significantly improves learning, and (b) is a reliable and valid assessment tool. More specifically, the system's formative feedback feature significantly enhanced student learning, but did not detract from the accuracy of the assessment.