Pre-post, formative, summative, and End-of-course exams all possess one thing in common. That is the results they produce will provide teachers with little else than a numeric score for each student. This inability to provide methods by which teachers can use the data it produces to diagnose and repair student deficiencies is a major shortcoming of most assessment systems. Further, the inability to use this diagnostic information to differentiate their instruction may be the primary reasons for student failure.
For example, teachers within schools designated as in need of improvement have remarked to us that they are often faced with large numbers of students entering their classroom who possess significant "gaps" in their knowledge base. As a result, they can predict that most of these students will continue to perform poorly, simply because there are no effective ways they can quickly and effectively diagnose and repair older problems before allowing them to move forward.
STATIS easily addresses these problems because it provides automated grading, diagnosis, and targeted remediation in addition to a numeric grade for each lesson. All of this automated information can be immediately used in the classroom by teachers to hold remedial seminars because teachers are already well aware that students very often obtain faulty information when they use independent study for credit recovery purposes. When intelligent assessment systems are used in the classroom the integration of diagnostic assessment, targeted remediation delivered by teachers an d follow-on targeted assessment produce results far in excess of that provided by using traditional methods.