The main purpose of Winterbilt Cognitive Technology Group (CTGV) is to help students improve their ability to achieve their goals. This goal is complete-starting with the general definition of the problem, generating the sub-goals necessary to solve the problem, and then achieving the goal. Other goals include effectively communicating ideas and discussions with others and providing arguments for effectively judging others. Therefore, the researchers designed a series of evaluation scales, trying to evaluate the whole process of anchored teaching according to their own goals. In the large-scale industrial application of anchored teaching, researchers not only use their own evaluation tools, but also use standardized performance tests as evaluation tools. This is to show that students can achieve remarkable results in the evaluation of complex problem solving without lowering the scores of standardized performance tests. Researchers used to worry that taking some time out of traditional courses to teach Jasper series might lower students' scores in standardized achievement tests. However, so far, this fear has not come true. In some aspects of safety, the experimental team has even made remarkable progress in standardized testing. Interestingly, teachers in ordinary schools can also use the teaching time corresponding to a certain knowledge and skill in anchored teaching courses to help students get high marks in standardized tests and other exams.

In order to prove that anchored teaching can bring better learning and transfer than traditional teaching methods, researchers have designed several methods to measure the solution of complex problems. First of all, we must ensure that the experimental group and the control group get the same basic content in teaching, but the degree of support for teaching is different. For example, in the Sherlock series, both the experimental group and the control group learned the elements of the story in order to better develop the plot of the story. However, the teaching in the experimental group is carried out in a variety of story backgrounds. The results show that the students in the experimental group are better than those in the control group in story writing, vocabulary application and acquisition of relevant historical knowledge.

Another example: in the teaching research of Jasper series, the experimental group and the control group were also taught basic concepts including distance, speed and time calculation. However, the teaching of the experimental group runs through solving a series of problems in Jasper's Adventures. Students in the control group solve general one-step or two-step application problems marked with different topics. The data show that students who have the opportunity to work under the background of solving a complete Jasper problem have much stronger migration ability to solve complex problems than the control group, because there are many internally related sub-problems in Jasper problem, and this kind of teaching is far better than just solving the problem of covering the same content in one step or two steps.

In addition, CTGV also conducted a large-scale evaluation study, and compared the anchored teaching method with the traditional teaching methods currently carried out in various schools. In recent research, the researchers did not control the teaching content of the control group, but the experimental group was still better than the "real" control group with many teachers and students participating. The data obtained from the large-scale evaluation show that the students in the experimental group (regardless of gender and race) have advantages in both learning attitude and problem-solving ability.