IXL is an end-to-end teaching and learning solution that engages learners in grades Pre-K through 12 with a comprehensive curriculum and a first-of-its-kind assessment suite. A core component of IXL's assessment suite is the IXL Diagnostic, an interim assessment designed by a team of educators and mathematicians that uses Item Response Theory…

Modeling and predicting student learning in computer-based environments often relies solely on sequences of accuracy data. Previous research suggests that it does not only matter what we learn, but also how we learn. The detection and analysis of learning behavior becomes especially important, when dealing with open-ended exploration environments,…

Most formative assessments rely on the performance status of a student at a particular time point. However, such a method does not provide any information on the "propensity" of the student to achieve a predetermined target score or whether the student is performing as per the expectations from identical students with the same history of…

Can student performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) be considered equivalent measures of student knowledge? States and school districts are grappling with this question, and although studies addressing this question are growing, additional research is needed. We report on the performance of students who took…

As the reauthorization of NCLB looms on the horizon, many states have made the decision to re-evaluate the teacher role in the classroom as it relates to student achievement. The accountability era in public education has evolved over the last decade to encompass broad changes, some good, some questionable. In education it takes time determine the…

The first exam in a typical first-semester general chemistry course is used to identify students at risk of failing the course. The performance at Hunter College of 667 students on the first exam in general chemistry in seven different classes between fall 2000 and fall 2005 was correlated with the students' final score in the course. The…

This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Nationally representative samples of 209,000 fourth-graders and 175,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. At each grade, students responded to…

The use of Bayesian methodology to assign grades in classroom situations is presented. Assigning a grade is viewed from a criterion, as opposed to norm, referenced perspective. Criteria include mastery of some proportion, determined by the teacher, of the subject matter covered in a course. Different levels of mastery are deemed possible and,…

Educational assessment concerns inference about students' knowledge, skills, and accomplishments. Because data are never so comprehensive and unequivocal as to ensure certitude, test theory evolved in part to address questions of weight, coverage, and import of data. The resulting concepts and techniques can be viewed as applications of more…

Computer-based, criterion-referenced testing can be a humanizing process if it is used for diagnostic and remedial purposes in helping individual students to attain their maximum levels of achievement. The procedure is based upon the proposition that certain classroom situations involving cognitive acquisition, when tested at equally spaced time…

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…