Assistments: Teacher Interface

Marcos AlmeidaSue Chung

Matt EasterdayAndrea Knight

Scott Robertson

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

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

An imaginary design process…

User Data

We 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

Feedback on Prototype

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)

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)

Affinity Groupings

Data Drives Design

User 1

User n

CompAnalysis

Research

AggregateData

What teachers want to see

Standards: relating & translating

Other reports

Controlling 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

Design Requirement Doc

1. Evaluation of designs

2. Formation of designs

3. Support future design for client (support our designs)

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

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