A recommendation system to support teachers’ continuous formative assessment in blended classrooms

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Abstract

Ideally, K-12 teachers in blended classrooms use digital assessment results to adjust instruction in a continuous and formative manner. In reality, challenges remain in quickly and accurately identifying optimal instructional resources aligned to students’ assessment results. We describe an approach to instructional recommendation that aims to address these challenges.

Author

• Jinnie Choi, Savvas Learning Company