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Measuring Education, Learning, and Intellectual Development

Education should adapt to the learner, not the learner to traditional learning systems. For years, we have worked to convince individuals and schools of the tremendous importance of continual progress measurement and feedback in education.

Young man thinking by a river

If people used this learning tool, they would be able to improve their critical thinking skills and their analytical abilities, in addition to understanding educational material presented to them more quickly and efficiently. Certainly, this measurement is an essential part of establishing the ideal learning conditions needed for better education.
Progress measurement helps us understand what we know and use that knowledge to learn more.
The Big Problem, As We See It...
Today’s educators present lessons, answer questions, then give a final exam to see how well students have understood material. This method is inefficient, however, since it provides no possibility for students to learn from their mistakes and test results are rarely applied to help individual learners. Instead, students get nervous over final tests that they will only be able to take once, cramming their brains with information they will regurgitate for an exam and then forget. The status quo for measuring education is certainly not enough to adequately gauge our understnading of a specific problem or help us continue our learning after the test is over.

Continuous Progress Measurement Ideal Learning Conditions
Learning Pathways formed by Theory Individual Learning Styles
Ideal learning conditions are achieved through a synergy of learning pathways, continuous progress measurement, and instruction customized to individual learning orientations.
Continuous Learning Progress Measurement

The advantages of integrating continuous progress measurement and feedback systems into education are clear. Progress measurement and feedback systems:

  • Continuously measure students’ performance and judge their level of understanding of a given material

  • Give students feedback on their answers and suggestions for improvement

  • Provide detailed information to teachers on students’ individual progress, understanding, and weaknesses (for additional practice)

  • Adapt automatically to learners’ needs, engaging users with practice designed to stretch their capacity without overwhelming them—no matter their current level of understanding.

Showing the Real-life Usefulness of Measuring Learning Progress

We at the EduMetrics Institute have worked for years to promote education advances like the addition of continuous progress measurement systems. One of the best ways to implement learning progress measures in education is through the use of computers with specializedBrigham Young University participated in the TICCIT experiment. measuring algorithms. Dr. Bunderson saw this opportunity decades ago, when computers were not yet in widespread use. In the 1970’s, he worked with several researchers on TICCIT (Time-shared, Interactive, Computer-controlled Information Television), an early project that implemented computers in learning. TICCIT was used in college math and English classes to aid in the learning process (and is still used today, in a changed form, at Brigham Young University ).

During the course of the project, the researchers tried a design experiment to see Tests can be a good measure of intelligence, although they are not often used in a manner that helps students learn. if the technology and the reports generated by the program would be an aid to improve student learning and performance. One teacher taught English using traditional methods, and another used the technology and group work as a basis for instruction, assisting and coaching students where necessary. After one semester, the students in the TICCIT-based classroom performed slightly worse than the average pass rate of The J-Curve of TICCIT Implementation shows improvement in learning and education over time.55% (see the attached chart, "The J-curve of implementation in TICCIT English); however, as time went on and the teacher became more comfortable with the learning system and with the reports generated by TICCIT, student scores improved. In the second semester, 72% of the new set of students passed the exam. After four semesters of using the program, the class pass rate on the exam had improved to 93%, far above the average for other, non-technology classes. To learn more about TICCIT and this study, please read Dr. Bunderson’s and Dr. Newby’s paper, The Role of Design Experiments and Invariant Measurement Scales in the Development of Domain Theories.

Continuing Our Work

Using the experience gained from TICCIT, we have moved on to other pursuits, including the creation of the Global Expert Learning Community (GELC) model for organizing schools to use technology and progress measurement to help students learn more quickly and effectively. The Waterford School, co-founded by Dr. Bunderson, is a private school that places emphasis on nontraditional methods of teaching, especially involving technology and progress measurement/feedback mechanisms. We’ve collaborated on another project with Family Literacy Centers, Inc. to create a learning progress system for teaching early reading. These systems will adapt to the needs of individual learners. This way, students learn at their own pace and receive additional practice in subjects with which they need help and coaching.

Accomplishing Our Goals and Fixing the Progress Measurement Problem

Better learning systems will enhance education and help prepare us for the world. (A globe) With a broader perspective, we understand the importance of measuring our progress in learning. Tests and quizzes have been a part of most learning processes for years; however, the next big step, making progress measurement an integral part of the learning process (instead of an afterthought, added in after instruction is complete), is a much more complex and beneficial undertaking. According to this vision, the EduMetrics Institute focuses heavily on the importance of making continuous learning progress a part of the three-pronged approach for better education. We use our resources and our manpower to develop these measurement systems, we encourage others to develop them, and we write academic research papers about their effectiveness in the learning process. Recently, we have begun to create products that implement thorough measurement of learning progress in their teaching, including PuzzleQuest Intelligence-Building Modules and other products that will eventually form a platform of intelligence-building utilities for every aspect of life. We sincerely hope that others will understand the importance of what we've discovered and help to carry the message on to the world.

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