@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{unfried_faber_stanhope_wiebe_2015, title={The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM)}, volume={33}, ISSN={0734-2829 1557-5144}, url={http://dx.doi.org/10.1177/0734282915571160}, DOI={10.1177/0734282915571160}, abstractNote={ Using an iterative design along with multiple methodological approaches and a large representative sample, this study presents reliability, validity, and fairness evidence for two surveys measuring student attitudes toward science, technology, engineering, and math (S-STEM) and interest in STEM careers for (a) 4th- through 5th-grade students (Upper Elementary S-STEM) and (b) 6th- through 12th-grade students (Middle/High S-STEM). Findings from exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) suggested the use of a four-factor structure to measure student attitudes toward science, math, engineering/technology, and 21st century skills. Subject matter experts and literature reviews provided evidence of content validity. Reliability levels were high for both versions. Furthermore, both the Upper Elementary S-STEM and Middle/High S-STEM Surveys demonstrated evidence of configural, metric, and scalar invariance across grade levels, races/ethnicities, and genders. The findings support the validity of interpretations and inferences made from scores on the instruments’ items and subscales. }, number={7}, journal={Journal of Psychoeducational Assessment}, publisher={SAGE Publications}, author={Unfried, Alana and Faber, Malinda and Stanhope, Daniel S. and Wiebe, Eric}, year={2015}, month={Feb}, pages={622–639} }