|
Research Basis for GoToLearn Assessments and Tutorials
GoToLearn assessments and tutorials are built on a strong research foundation. The design and
structure of the GoToLearn questions are based on research that demonstrates the most effective
ways students learn. The tutorials are designed to not only aid the students, but to also
provide a foundation for the teachers (especially those not certified in math or science).
Incorporating taxonomies of Bloom and Kilgo, GoToLearn assessment questions are developed to
promote achievement of higher level thinking skills. The tutorials are developed to enhance
understanding of concepts, and alternative solutions strategies.
Research has shown that students learn best when they experience the mathematical concept first
at the concrete level, then the pictorial level and finally the abstract level. Without mastery
at the concrete and pictorial levels, mastery of the abstract level is extremely difficult.
The GoToLearn assessment and tutorial series allows the teachers to first diagnose and identify
the weaknesses of their students. “One clear finding of research is that providing teachers and
students with specific information on how each student is performing consistently enhances
achievement. (Gersten Meta Analysis, 2001)
When weaknesses have been identified, the teacher can then focus on improving those skills.
“A crucial feature of these systems is that the topics being covered are ones that
curriculum-based measurement data suggest are areas where the student needs extra practice and
support.” (Gersten Meta Analysis, 2001)
The GoToLearn Diagnostic Plus reporting provides teachers and administrators the ability to
identify the weaknesses of students, and also the tools to track the efficacy of instruction
and interventions.
The GoToLearn implementation model is also research-based. Teachers are taught to administer
the assessment to identify needs. Once those needs have been identified, the students are put
into groups and given problems to solve, and present to the class. This strategy enhances the
students’ learning - not only of the concept - but also helps in developing the problem-solving
and reasoning skills necessary for mathematics proficiency. (Manzo, 2001, January 31 pp.1, 12)
Research at the University of North Texas Education Department (2005, 2006, 2007, 2008) has
confirmed the effectiveness of the GoToLearn tool for a "Diagnose, Differentiate, and Direct
Instruction strategy". The research also supports the effectiveness of teachers using the
GoToLearn tutorials to help them develop plans to teach the concepts where students need help.
Click UNT Results to see the detail results.
GoToLearn also includes teaching of algebraic principals starting in the first grade. The
National Academy of Sciences suggests that this is a wise course of action. (Gersten & Carnine, 1984)
Other research suggests that “Exams should test students' progress in all five strands of
mathematical proficiency.” (National Research Council “Overhaul of School Mathematics Needed
To Boost Achievement for All” January 23, 2001 National Academies Press)
Covering all of the strands (NCTM, NCSS, NSTA) and all of the skills and sub-skills,
GoToLearn accomplishes this goal.
NCTM - National Council of Teachers of Mathematics
NCSS - National Council for the Social Studies
NSTA - National Science Teachers Association
|
|
|
