@inbook{gillespie_winn_faber_hunt_2022, title={Implementation of a Mathematics Formative Assessment Online Tool Before and During Remote Learning}, volume={13356}, ISBN={9783031116469 9783031116476}, ISSN={0302-9743 1611-3349}, url={http://dx.doi.org/10.1007/978-3-031-11647-6_29}, DOI={10.1007/978-3-031-11647-6_29}, abstractNote={ASSISTments is a free online learning tool for improving students' mathematics achievement by providing immediate feedback and hints to students, detailed information on how students performed to teachers, and instructional suggestions for teachers to use. Researchers at the Friday Institute for Educational Innovation conducted an intrinsic, longitudinal multiple-case study of 7th-grade mathematics teachers' implementation of ASSISTments and its impact on their instruction before and during the COVID-19 pandemic. The study examined teachers' use of ASSISTments in three instructional contexts: in- person only, remote only, and both in-person and remote. Our findings indicate that teachers in all contexts changed their instructional practices for homework review and for determining whether their students had understood lessons. Teachers used the ASSISTments auto-generated reports to focus their homework reviews, based on their students' performance, and to provide instructional interventions and/or re-teaching. They also used the instructional suggestions provided by the ASSISTments platform to plan lessons to re-teach concepts or to review prior instruction with their students.}, booktitle={Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners’ and Doctoral Consortium}, publisher={Springer International Publishing}, author={Gillespie, Jamie and Winn, Kevin and Faber, Malinda and Hunt, Jessica}, year={2022}, pages={168–173} }
 @article{amrein-beardsley_geiger_winn_2022, title={U.S. states’ performance on NAEP mathematics and reading exams after the implementation of school letter grade accountability policies}, url={https://doi.org/10.1080/2331186X.2022.2063223}, DOI={10.1080/2331186X.2022.2063223}, abstractNote={Abstract Researchers explored how 13 states in which policymakers have adopted an A-F school letter grade accountability system performed on the National Assessment of Educational Progress (NAEP) post-policy implementation. Researchers found mixed results, with approximately half of these 13 states increasing achievement post-policy, and the other approximately half not, evidencing that states’ adoptions of similar A-F policies may not realize increased student achievement as intended and, rather, yield more-or-less random results. Policy implications are discussed, also given seven of these 13 states are Republican/Republican-leaning and one is Democratic/Democratic-leaning, which also has implications for others looking to potentially adopt such relatively conservative, educational policy approaches towards reform.}, journal={Cogent Education}, author={Amrein-Beardsley, Audrey and Geiger, Tray and Winn, Kevin}, year={2022}, month={Dec} }