assistments: teacher interface marcos almeida sue chung matt easterday andrea knight scott robertson
DESCRIPTION
A Standard 8.N.10 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1). A Skill Translation (Symbolic to Visualization) Assistments ProjectTRANSCRIPT
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Assistments: Teacher Interface
Marcos AlmeidaSue Chung
Matt EasterdayAndrea Knight
Scott Robertson
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A Standard8.N.10 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1).
Assistments Project
![Page 3: Assistments: Teacher Interface Marcos Almeida Sue Chung Matt Easterday Andrea Knight Scott Robertson](https://reader036.vdocuments.site/reader036/viewer/2022062412/5a4d1aed7f8b9ab05997bcb5/html5/thumbnails/3.jpg)
A Standard8.N.10 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1).
A SkillTranslation (Symbolic to Visualization)
Assistments Project
![Page 4: Assistments: Teacher Interface Marcos Almeida Sue Chung Matt Easterday Andrea Knight Scott Robertson](https://reader036.vdocuments.site/reader036/viewer/2022062412/5a4d1aed7f8b9ab05997bcb5/html5/thumbnails/4.jpg)
An imaginary design process…
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User DataWe talked to 18 algebra/geometry teachers who use CL’s Cognitive Tutor and/or prepare their students for the PSSA
– Email questionnaires [5]
– Interviews in their classrooms/offices/schools [5]
– Think Alouds at CL-sponsored conference [10]• Background questionnaires captured PSSA prep• Card-sorting task on CL algebra and geometry skills• Prototype walkthrough on our 5 designs
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Feedback on Prototype
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Feedback on PrototypeAssistments data is not currently
something teachers would know how to use.
"I would go back and teach the part again“ (U14, U22)
"I would assign more worksheets" (U20)
Practical Needs“What should I address next” (U14, U15)
Teachers’ sense of standards is more concrete than skills
“Have I covered all the standards”“Where in the standards are they stuck” (U15,
U20)
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Feedback on PrototypeIndividual Questions give teachers concrete idea on where the students struggle“Like most missed question displayed” (U14, U20)
Good visual presentation important for good testing results“this has stuff all over the place” (U15)
“What does performance mean? Does higher number mean good or bad?” (U14, U15, U20)
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Affinity Groupings
Data Drives Design
User 1
User n
CompAnalysis
Research
AggregateData
What teachers want to seeStandards: relating & translatingOther reportsControlling assessment
RemedyVisualization
Understanding skills
Assigning Grades
Curriculum change
Teacher buy-in
Teachers' current assessment toolkit
How teachers teach
Teacher Resources
NCLB - Government issues
Elements
Class
Student
Student w/in Class
Sub-group
Terminology
Skills
Standards
Question
“Design Requirements” per element
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Design Requirement Doc
1. Evaluation of designs2. Formation of designs3. Support future design for client (support
our designs)
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Requirements support
1. Class Element U6: Teacher does not concentrate on individual student needs but examines needs of class at a whole
Goals
1 Assign homework2 Determine what to teach next3 Answer will the kids pass the test (will I get fired?)
1.1 User should be able to see what their kids need to know and prioritize skills
Allow teachers to differentiate between skills that should be mastered versus skills that only require exposure (U2)
U9: allow teachers to highlight particular skills for more information to be gathered by system (give students more problems/practice) by weighting them heavier and having them show up more often in problem line up (diagnostic, not remedy) [2.1]
1.2 Users should be able to draw comparison between classes
U1: provide task analysis and measurements/metrics of improvement for comparing classes between curriculums to aid in lesson study [6.3]
U6: DI: Cares about seeing the class average
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A New Design• Most importantly:
How many of my students will pass?
• Different tabs show further details:– Performance on state standards– Prioritized list of skills needing improvement– Progress– Questions the class missed the most
• Could be extended with:– Comparison between classes– Skill-Standard relation– Remedies
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