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Press Kit

Summary

Tracking student growth in science practices is now possible using the Inq-ITS assessment model.  Dr. Janice Gobert, Rutgers University, and her team, integrated cutting edge research on how students improve and learn to do science with big data analytics.  As students complete virtual science labs, Inq-ITS can automatically score each student on how well they perform, and then give both student and teacher immediate feedback.  Inq-ITS enables assessment of science practices in real time. 

Description

Quality Matters: Virtual Science Labs with Real Time Assessment Data

Inq-ITS (Inquiry Intelligent Tutoring System) is an online educational environment for science. With Inq-ITS, students engage in virtual inquiry in Physical, Life, and Earth Sciences. Students form hypotheses, conduct investigations, analyze their data, warrant their claims, and communicate their findings in a claim-evidence-reasoning format. Inq-ITS puts students in control of their own learning, with each participating in their own authentic inquiry experience. As students work, Inq-ITS uses patented algorithms that automatically assess students and generate real-time formative reports on classroom-wide performance for educators on each inquiry skill, summarizing classroom-wide and individual student performance. With Inq-Blotter on their ipad, laptop, or smartphone, teachers receive alerts as to which students need assistance and on what skills. Alerts are automatically prioritized and color-coded so that teachers can move efficiently through the room assisting individual students. Rex, a cartoon dinosaur, can also tutor students’ in real time as they conduct authentic inquiry. This immediate feedback provides the assistance students need to progress and improve their inquiry skills. The distinctive design behind Inq-ITS provides necessary resources for teachers’ instruction and assessment, and for students’ remediation and acceleration on critical NGSS skills.

Inq-ITS Founders

Janice Gobert
CEO / Co-Founder

Janice Gobert (Ph.D., Cognitive Science, University of Toronto) is an esteemed science education expert with over 25 years' experience who has executed over $20M in federal research funding. She has spearheaded and oversees  the research and development of Inq-ITS. Janice is also a Professor of Learning Sciences and Educational Psychology in the Graduate School of Education at Rutgers University. Before joining Rutgers, she was the Co-Director of the Learning Sciences and Technologies graduate program at Worcester Polytechnic Institute (2005-2015), and a Senior Research Scientist at the Concord Consortium (1999-2005).

Michael Sao Pedro
CTO / Co-Founder

Michael Sao Pedro (Ph.D., Learning Sciences & Technologies, M,Sc., Computer Science, WPI) has worked on Inq-ITS with Janice from its inception. He co-created its novel data-mined approach to assessing students' inquiry processes, and leads all educational data mining and software architecture development efforts.  He is also Principal Investigator on Apprendis' SBIR for developing the Inq-Blotter teacher alerting dashboard. Prior to WPI and Apprendis, he was a Senior Software Engineer for BAE Systems, Advanced Information Technologies division (formerly ALPHATECH, Inc.) where he specialized in the design and development of intelligent automated systems. 

Cameron Betts
Managing Director / Co-Founder

Cameron Betts (M.Sc., Learning Sciences & Technologies, WPI) is an Information Architect and HCI expert who has worked extensively in the pharmaceutical and financial industries including Fidelity Investments, BNY Mellon, and Pfizer.  He thinks a lot about spatial and social dynamics, how information drives behavior, and complex systems. He lives in a self-developed EcoVillage near Boston and enjoys interactive literature.

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An APPRENDIS™ & WPI product | Research generously funded by the National Science Foundation (NSF 0733286, 1008649, 0742503) and the US Department of Education (ED R305A090170, R305A120778, EDIES15C0018, EDIES16C0014) "Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funding agencies. ​​​​​​​

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