What Evidence Matters? A randomized field trial of Cognitive Tutor Algebra I
STEVE RITTER, Jonna M. Kulikowich, Pui‐Wa Lei, Christy L. McGuire, Pat Morgan · 2007
Efforts to improve performance in mathematics have put pressure on educational evaluators to improve the rigor of their evaluation designs. This paper reports the results of a rigorous evaluation of the Cognitive Tutor Algebra I curriculum, which is substantially based on an intelligent tutoring system. We emphasize the importance of presenting details of the design, implementation and analysis of the study in order to ensure the best possibility of improvement over time.