The Practical Questions
At school, technical reading is tested twice a year via a standardised three-minute test (drieminutentoets, DMT). Teachers give no feedback to the student during the test, including positive feedback. The test is perceived as stressful by pupils, parents, teachers and schools because there is great pressure to perform in that moment. The school has seen declining test results for several years.
We can't get rid of the test, but can we use smart(er) technology to improve the testing of technical reading for better student and teacher understanding from grade 4 onwards?
The school would like to see a less stressful DMT that gives more precise insight into the student's level. This insight is important not only for the teacher but also for the pupils themselves, as it benefits the learning process if they have insight into their own development process. The ideal test would have as little external pressure as possible.
Technical Possibilities
Many different perspectives come to NOLAI's mind. For instance, in Sweden and England, eye tracking is used to monitor reading skills; a non-human can also take the test by using speech recognition. Students' stress levels could be monitored through skin conductance, and gamification can help make the test more fun.
Back to the Question
Aren't all these details and suggestions around the test even more stressful for pupils and teachers? Will these even solve the problem? The image surrounding this test is quite extreme among pupils and their parents; AI cannot change this social context. AI is not a magic wand ('no unicorns and rainbows', as one attendee said). So what can NOLAI offer?
Learner-Centred
There are many differences between pupils; for example, some pupils do not yet know all letters equally well, which greatly impacts the DMT. It is also important to mention that the basis for technical reading is laid in group 3. There, children learn to read in a few months; what follows is learning to speed up. So, what exactly do we want to measure in pupils in group 4 and above? A new and more fun way of practising where learning outcomes can predict DMT outcomes might help reduce the pressure on DMT. In doing so, we are helping a large group of pupils. Is that the intention, or do we just want to detect the 'abnormal' pupils faster?
How will NOLAI proceed?
Co-creation is a repetitive process. To take a step towards a concrete project proposal, more knowledge of:
- How is technical reading development, and what is the role of stress during learning?
- What AI has already been developed for education, based on what insights, and what can be learned from it?
- What data is needed to properly map technical reading, and can this data be stored safely and according to guidelines?
- Do we consider it responsible to use these data for measuring technical reading, and who is allowed to store these data under which conditions?
- To what extent are teachers willing and able to apply smart technology-based interventions?
We want to keep focus and momentum without wanting to rush into solutions. What ultimately follows is a concrete project proposal that will be submitted to the steering committee. The latter will ultimately decide which proposals will be developed.
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