The purpose of the study that I'll describe at JEM was to evaluate the efficacy of an assessment for learning system named ACED (Adaptive Content with Evidence-based Diagnosis). We used an evidence centered design approach (Mislevy, Steinberg, & Almond, 2003) to create an adaptive, diagnostic assessment system in relation to the pre-Algebra topic of "sequences" (e.g., geometric and arithmetic sequences). ACED includes five main models: competency, evidence, task, presentation, and assembly (Shute, Graf, & Hansen, 2005). We also included instructional support in the form of elaborated feedback. The key issue we examined was whether the inclusion of the feedback into the system (a) impairs the quality of the assessment (relative to validity, reliability, and efficiency), and (b) does, in fact, enhance student learning. Results from a controlled evaluation testing 268 high-school students showed that the quality of the assessment was unimpaired by the provision of feedback. Moreover, students using the ACED system showed significantly greater learning of the content compared with a control group. These findings suggest that assessments in other settings (e.g. large-scale, mandated tests) might be augmented to support student learning with instructional feedback without jeopardizing the primary purpose of the assessment. Time permitting, I'll also describe a version of the program for use by individuals with low vision and blindness--a talking tactile tablet version of ACED.

This paper will be published shortly. The citation of the full paper is:
Shute, V. J., Hansen, E. G., & Almond, R. G. (2008). You can’t fatten a hog by weighing it—Or can you? Evaluating an assessment for learning system called ACED. International Journal of Artificial Intelligence and Education, 18(4).