Category: Achievement

Categories
Achievement Primary School Education Secondary School Education

Rethinking the use of tests

Olusola O Adesope and colleagues conducted a meta-analysis to summarise the learning benefits of taking a practice test versus other forms of non-testing learning conditions, such as re-studying, practice, filler activities, or no presentation of the material.

Analysis of 272 independent effect sizes from 188 separate experiments demonstrated that the use of practice tests is associated with a moderate, statistically significant weighted mean effect size compared to re-studying (+0.51) and a much larger weighted mean effect size (+0.93) when compared to filler or no activities.

In addition, the format, number and frequency of practice tests make a difference for the learning benefits on a final test. Practice tests with a multiple-choice option have a larger weighted mean effect size (+0.70) than short-answer tests (+0.48). A single practice test prior to the final test is more effective than when pupils take several practice tests. However, the timing should be carefully considered. A gap of less than a day between the practice and final tests showed a smaller weighted effect size than when there is a gap of one to six days (+0.56 and +0.82, respectively).

 

Source: Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research, 87(3), 659-701.… Read the rest

Categories
Achievement Effective Teaching Approach Kindergarten Primary School Education Secondary School Education

What does the evidence say about technology use?

New educational technology programmes are being released faster than researchers can evaluate them. The National Bureau of Economic Research in the US has written a working paper, Education Technology: An Evidence-Based Review, which discusses the evidence to date on the use of technology in the classroom, with the goal of finding decision-relevant patterns.

Maya Escueta and colleagues compiled publicly available quantitative research that used either randomised controlled trials or regression discontinuity designs (where pupils qualify for inclusion in a programme based on a cut-off score at pre-test). All studies had to examine the effects of an ed-tech intervention on any education-related outcome. Therefore, the paper included not only the areas of technology access, computer-assisted learning and online courses, but also the less-often-studied technology-based behavioural interventions.

Authors found that:

  • Access to technology may or may not improve academic achievement at the K-12 level (Years 1–13), but does have a positive impact on the academic achievement of higher education students (ES=+0.14).
  • Computer-assisted learning, when equipped with personalisation features, was an effective strategy, especially in maths.
  • Behavioural intervention software, such as text-message reminders or e-messages instructing parents how to practise reading with their children, showed positive effects at all levels of education, and was also a cost-effective approach. Four main uses for behavioural intervention software emerged: encouraging parental involvement in early learning activities, communication between the school and parents, successfully transitioning into and through higher education, and creating mindset interventions. Research is recommended to determine the areas where behavioural intervention software is most impactful.
  • Online learning courses had the least amount of research to examine and showed the least promise of the four areas. However, when online courses were accompanied by in-person teaching, the effect sizes increased to scores comparable to fully in-person courses.

 

Source:  Escueta, M., Quan, V., Nickow, A. J., & Oreopoulos, P. (2017). Education Technology: An Evidence-Based Review (NBER WORKING PAPER SERIES). MA: NATIONAL BUREAU OF ECONOMIC RESEARCH.… Read the rest

Categories
Achievement Effective Teaching Approach Kindergarten Primary School Education Secondary School Education

A century of research on ability grouping and acceleration

Researchers Saiying Steenbergen-Hu and colleagues recently analysed the results of almost 100 years of research on the effects of ability grouping (which places pupils of similar skills and abilities in the same classes) and acceleration (where pupils are given material and assignments that are usually reserved for older year groups) on pupils’ academic achievement. After screening thousands of studies, their secondary meta-analysis, recently published in Review of Educational Research, synthesised the results of thirteen earlier meta-analyses on ability grouping and six on acceleration that met inclusion criteria for the final review.

They divided ability grouping into four types: (1) between-class ability grouping, where pupils in the same year are divided into low-, medium-, or high-level classes; (2) within-class ability grouping, where pupils within a classroom are taught in groups based on their levels; (3) cross-year subject grouping, where pupils in different year groups are combined into the same class depending on their prior achievement; and (4) grouping for pupils considered gifted.

Results showed academic benefits of within-class grouping, cross-year grouping by subject, and grouping for the gifted, but no benefit of between-class grouping. Results were consistent regardless of whether pupils were high-, medium-, or low-achievers. Analyses of acceleration groups for pupils labelled as gifted showed that these pupils performed the same as older non-gifted pupils, and that being in accelerated classes had positive effects on these pupils’ grades.

 

Source: Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.… Read the rest