Summary: Computer Based Instruction as a Viable Test Preparation Tool
Title: "Computer-based instruction’s (CBI) rediscovered role in K-12: An evaluation case study of one high school’s use of CBI to improve pass rates on high-stakes tests"
Name: Ryan C. Waddell
Date: August 10^th, 2010

Reference: Hannafin, R., & Foshay, W. (2008). Computer-based instruction’s (CBI) rediscovered role in K-12: An evaluation case study of one high school’s use of CBI to improve pass rates on high-stakes tests. Educational Technology Research & Development, 56(2), 147-160. doi:10.1007/s11423-006-9007-4.

Problem: The article discusses a case study conducted at a Massachusetts high school, Patriot High School (PHS). The case study examined student scores with regard to the mathematics portion of the Massachusetts Comprehensive Assessment System (MCAS), a state-wide standardized exam. PHS identified the alarming fact that scores among 10th graders had fallen to 15th place of the 16 high schools in the district. As a result, PHS designed a program to combat the low test scores and to assist students in attaining higher marks, specifically within the realm of mathematics.

Context:  Teachers understood their evaluation was based heavily on student MCAS scores and as a result the school implemented a CBI tool intended to bolster student scores. Students who were classified as "at risk" for failing the MCAS were automatically enrolled to participate in the CBI program. The case study involved 87 students at PHS, a selection of which had been classified as "at-risk" for failing the MCAS. The students classified as "at-risk" had previous history of low mathematics scores and categorically did not score as high as the other students in the study. By including a sampling of high and low skill levels, the case study could be more accurate and unbiased in its results. The specific goals of the CBI were to:

• Match course curriculum to target objectives covered in the MCAS and the state standards.
• Provide individual remediation for academically at-risk students to pass the MCAS.
• Provide assessment and tracking for individual students, and
• Improve students learning habits.
  

Findings: The participants in the case study were each given access to the CBI for the same amount of time and under identical circumstances. The initial MCAS scores were recorded and checked against the students performance once they had interacted with the CBI. The results clearly indicated the benefits of the CBI; the authors also discuss the fact that there are certainly other ways to create similar results, but that the CBI worked very well in this instance.

Results of the case study were as follows:

• The combination of using a CBI-supported targeted curriculum and other instructional strategies was effective, improving the passing rate from 62% to 84%.
• 84% of PHS students passed the MCAS, compared to the state average of 75%
• In the case study, 13 of the 87 students who were enrolled in the CBI remediation course failed the  MCAS. After further CBI remediation and retaking the MCAS, 3 students still did not pass; all 3 were identified as special needs students. 
  

Recommendations: While it is hard to argue with hard facts as presented in this case study, there are other factors which could have led to the enhanced passing rate. From year to year, tests are typically reviewed and edited for content. The version of the test may have been "easier" during the year PHS conducted its' case study. I do agree wholeheartedly with the idea that implementing computer-based training and instruction is a viable tool to assist in the learning process. There are many different learning styles and each learner is motivated uniquely. In order to enhance the chances of motivating each learner, more options for presenting content are welcome and should be embraced by learning institutions.