{"title":"使用在线作业预测学生的标准化考试成绩","authors":"Mingyu Feng, J. Roschelle","doi":"10.1145/2876034.2893417","DOIUrl":null,"url":null,"abstract":"How students do homework has been under-researched relative to classroom learning because it is more difficult to collect data on students' homework behaviors. Presumably, such data would have implications for students' achievement. To understand how students do homework and how homework performance and behaviors relate to end-of-year standardized test scores, we analyzed the system logs from an online homework support platform used by more than 1,500 seventh-grade students in Maine.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":"{\"title\":\"Predicting Students' Standardized Test Scores Using Online Homework\",\"authors\":\"Mingyu Feng, J. Roschelle\",\"doi\":\"10.1145/2876034.2893417\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"How students do homework has been under-researched relative to classroom learning because it is more difficult to collect data on students' homework behaviors. Presumably, such data would have implications for students' achievement. To understand how students do homework and how homework performance and behaviors relate to end-of-year standardized test scores, we analyzed the system logs from an online homework support platform used by more than 1,500 seventh-grade students in Maine.\",\"PeriodicalId\":20739,\"journal\":{\"name\":\"Proceedings of the Third (2016) ACM Conference on Learning @ Scale\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the Third (2016) ACM Conference on Learning @ Scale\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2876034.2893417\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2876034.2893417","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Predicting Students' Standardized Test Scores Using Online Homework
How students do homework has been under-researched relative to classroom learning because it is more difficult to collect data on students' homework behaviors. Presumably, such data would have implications for students' achievement. To understand how students do homework and how homework performance and behaviors relate to end-of-year standardized test scores, we analyzed the system logs from an online homework support platform used by more than 1,500 seventh-grade students in Maine.
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