Evaluation of the Time To Know NYC Five School Program
This 13-month research and evaluation study will examine the impact of the Time To Know curriculum and resources on teaching and learning across 20 4th grade classrooms in some of NYC most distinctive elementary schools.
Newton Public Schools 21st Century Pilot Study (NPS21)
This 13-month research and evaluation study will examine how digital resources impact teaching and learning in a traditional middle school environment at the Newton Public Schools through the integration of student and teacher wireless laptops and digital tools.
Laptops for Learning
Boston Public Schools and Appple Computer partner with inTASC to examine teachers' adoption and use of computer-based technologies across Boston Public Schools 145 schools.
Frederick Pilot Middle School Wireless Learning Evaluation
This study is one of the first urban 1:1 technology programs to participate in an objective third party comprehensive program evaluation involving nearly 650 6th–8th grade students.
The Berkshire Wireless Learning Initiative
BWLI is a pilot program in Berkshire County, Massachusetts that evaluates a one-to-one approach of using laptop computers and wireless communication to transform teaching and learning.
Technology Promoting Student Excellence: New Hampshire's 1 to 1 Laptop Program
TPSE provided one-to-one laptop computing to all 7th grade students in six of New Hampshire's neediest schools.
Laptop Learning in Upper Elementary Classrooms
This program explored how teaching and learning changes when 4th and 5th graders in Andover, Massachusetts were provided with their own laptop computer.
An AlphaSmart for Each Student
This program explored how teaching and learning changes when each student is provided with his/her own AlphaSmart.
Diagnostic Geometry Assessment
The DGA is an online assessment providing instant feedback for teachers to identify and address geometric misconceptions and underdeveloped reasoning. The DGA focuses on properties of shapes, transformations, and measurement. The DGA provides a collection of instructional resources targeting common misconceptions in these three focus areas.
Diagnostic Algebra Assessment
inTASC developed and validated diagnostic tests that provide diagnostic information to teachers about specific algebraic misconceptions students may hold.
NEC Task Module Assessment Systems
This project developed a novel approach to assessment that decomposed complex mathematics problems into sub-components to identify the skills students may need to improve in order to succeed on the complex problems.
The Enhanced Assessment Project
Researchers at inTASC conducted four studies to understand how technology can be used to increase assessment validity and access.
Talking Tactile Tablet
Working with TouchGraphics, inTASC examined the use of the computer-based Talking Tactile Tablet as a test accommodation for blind and visually impaired students.
Computer Use and Writing Tests
This series of studies examined the validity of scores provided by written tests administered on paper to students accustomed to writing with a word processor.
eLearning for Educators
Working with eight partner states, EFE examines the effictiveness and sustainability of a online professional development model that aims to address state-wide teacher quality needs and improve student achievement.
Use, Support, and Effect of Instructional Technology (USEiT) examined the relationships among district and school-level supports for instructional technologies, classroom uses, and impacts on students and learning.
Optimizing the Impact of Online Professional Development (OPD)
Through a series of randomized experiments, this study seeks to identify design factors that maximize the effect of on-line professional development.
© Boston College. All rights reserved. inTASC is affiliated with the Center for the Study of Testing, Evaluation and Educational Policy (CSTEEP) in the Lynch School of Education. Email us at inTASC@bc.edu.
The Technology and Assessment Study Collaborative recognizes the unique research opportunities inherent in 1 to 1 technology settings and collaborates with schools, districts, and states with state of the art empirical research.
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Computer-based technology holds promise to enhance assessment practices. inTASC's Comptuer-based Assessment Initiative explores the utility and effectiveness of several innovative approaches to assessment enabled by computer-based technologies.
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The Instructional Technologies Initiative provides systematic, objective, empirical research on the effect of computer-based technologies used to enhance teaching and learning in K–12 educational settings.
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