实践中的掌握学习：对认知导师代数I有效性试验日志数据的描述性分析
Mastery Learning in Practice: A (Mostly) Descriptive Analysis of Log Data from the Cognitive Tutor Algebra I Effectiveness Trial
摘要：
精通学习是智能辅导理论的基础，它认为学生只有在表现出精通之后才能从学习一个主题中继续学习，才能学得最好。本文基于认知导师代数I（CTAI）课程的大型随机有效性试验的日志数据，探索掌握学习在实践中的作用。我们发现，学生经常从CTAI部分，他们正在工作，没有表现出掌握和工作单位的顺序。此外，这些行为在研究的第二年更为常见，其中CTAI效应显著更大。我们探讨了学生离开官方CTAI课程的各种方式，重点是年，州，学校和学生之间的异质性。本文最后与教师重新分配学生的当前部分之前，他们掌握了必要的技能，发现重新分配似乎降低后测成绩的影响后测成绩的观察性研究-一个发现，是相当有弹性的混淆省略协变量-但教室之间的效果差异很大。
英文摘要：
Mastery learning, the notion that students learn best if they move on from studying a topic only after having demonstrated mastery, sits at the foundation of the theory of intelligent tutoring. This paper is an exploration of how mastery learning plays out in practice, based on log data from a large randomized effectiveness trial of the Cognitive Tutor Algebra I (CTAI) curriculum. We find that students frequently progressed from CTAI sections they were working on without demonstrating mastery and worked units out of order. Moreover, these behaviors were substantially more common in the second year of the study, in which the CTAI effect was significantly larger. We explore the various ways students departed from the official CTAI curriculum, focusing on heterogeneity between years, states, schools, and students. The paper concludes with an observational study of the effect on post-test scores of teachers reassigning students out of their current sections before they mastered the requisite skills, finding that reassignment appears to lowers posttest scores--a finding that is fairly resilient to confounding from omitted covariates--but that the effect varies substantially between classrooms.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
