Download or read book An Examination of the Pennsylvania 4Sight Benchmark Assessments as Predictors of Pennsylvania System of School Assessment Performance written by Christina K. Lutz-Doemling and published by . This book was released on 2007 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Pearson correlation between students' sixth grade 4Sight Reading Assessment scores and their sixth grade Reading PSSA scores was determined to be positive and significant (r = .77, p

Download or read book Predicting Performance on the Pennsylvania System of School Assessment Using the Developmental Reading Assessment and the 4Sight Predictive Benchmark Assessment written by Todd B. Stoltz and published by . This book was released on 2008 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pennsylvania Educational Leadership written by and published by . This book was released on 2007 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Value added Assessment in Practice written by Daniel F. McCaffrey and published by Rand Corporation. This book was released on 2007 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program.

Download or read book Models for Implementing Response to Intervention written by Edward S. Shapiro and published by Guilford Press. This book was released on 2011-01-25 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the implementation of three empirically supported response-to-intervention (RTI) models in four different school districts. The book addresses the complexity of putting RTI into place in the elementary grades, showing how the process actually took place and what impact it had on school climates and student learning and behavior. --from publisher description

Download or read book Pennsylvania System of School Assessment written by Pennsylvania. Department of Education and published by . This book was released on 2001* with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book General Outcome Measures and Performance on High Stakes Tests A Further Examination of Long Term Predictive Validity in Pennsylvania written by Milena Allison Keller and published by . This book was released on 2007 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: CBM has emerged in recent decades as a technically adequate, feasible, and instructionally useful academic progress monitoring tool. Recent research has investigated the relationship between CBM and high stakes tests within the same year as well as a year or more later, however, most studies have focused on reading and largely the data has been collected within the same academic year. In the last two years studies have examined the long term relationship between CBM and high stakes tests but again, these studies have focused on reading exclusively. This study examined the relationship between CBM in reading, math computation, and math concepts and applications and the high stakes test in Pennsylvania (PSSA) as well as the Terra Nova. Students in grades 1 through 4 from a medium sized mixed urban/suburban school district were included. Evaluation of CBM scores obtained at fall, winter, and spring as well as the rate of growth as they relate to the PSSA and Terra Nova one and two years later were examined. Results indicated that reading and math CBM benchmark data was significantly and moderately correlated with high stakes test performance both one and two years later. In the early grades, growth in reading was significantly and moderately related to high stakes test performance with the relationship decreasing with advancing grades. Math computation growth was also related to high stakes test performance. CBM provided adequate levels of accuracy for screening to high stakes test performance both one and two years later. This study reinforced the strength of CBM to serve as a measure for screening academic skills and as a valid predictor of student performance on high stakes tests several years later and adds to the literature by examining the relationship between math CBM and high stakes tests as well as examining growth rates. Outcomes of the study also strongly suggested the importance of early intervention and progress monitoring with students who are at-risk for developing academic problems in reading and math.

Download or read book Aligning the NWEA RIT Scale with the Pennsylvania System of School Assessment PSSA written by John Cronin and published by . This book was released on 2004 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year, Pennsylvania students participate in testing as part of the Pennsylvania assessment program. Students in grades 5, 8, and 11 take tests in reading and math while those in grades 6, 9 and 11 are assessed in writing. These tests serve as an important measure of student achievement for the state's accountability system. Results from these assessments are used to make state-level decisions concerning education, to meet "Adequate Yearly Progress" (AYP) reporting requirements of the "No Child Left Behind Act" (NCLB), and to inform schools and school districts of their performance. The Pennsylvania Department of Education has developed scales that are used to assign students to one of four performance levels on the state's assessments. These are, from the lowest cut score to the highest: "below basic," "basic," "proficient," and "advanced." For purposes of NCLB, the "proficient" level is considered the level that represents satisfactory performance. Many students who attend school in Pennsylvania also take tests developed in cooperation with the Northwest Evaluation Association (NWEA). These tests report student performance on a single, cross-grade scale, which NWEA calls the RIT scale. This study investigated the relationship between the scales used for the PSSA assessments and the RIT scales used to report performance on Northwest Evaluation Association tests. The study determined RIT score equivalents for the PSSA performance levels in reading and mathematics. Test records for more than 2,400 students were included in this study. Three methods generated an estimate of RIT cut scores that could be used to project PSSA performance levels. Second-order regression methods generally produced the most accurate cut score estimates. Accuracy of predicting PSSA passing performance was above 84% for all grades when using the best methodology. Type I errors ranged from about 4% to 8% when the best methodology was employed. (Contains 14 tables and 3 figures.).

Download or read book Teachers Perceptions of the Pennsylvania System of School Assessment Test on Student Achievement Instructional Practices and School Climate written by Barry L. Flicker and published by . This book was released on 2005 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the differences between teachers' perceptions of the influence of the Pennsylvania System of School Assessment (PSSA) test on student achievement, instructional practices and school climate. Eight fifth-grade teachers from two elementary schools in southeasterns Pennsylvania participated in the study. Supported by PSSA overall and performance level results, one elementary school was considering to be a high performing school and one a low performing school. The researcher administered a nationally recognized teacher survey accompanied by teacher interviews. PSSA test results in mathematics and reading from the years 2000-2004 were also analyzed. These findings may guide future research as administrators and teachers decide how to best implement and utilize PSSA test results to design constructive practices, improve student achievement, and provide a safe and nurturing environment for all students.

Download or read book Correlational Study of the Pennsylvania System of School Mathematics Assessment with the 4Sight Mathematics Assessment written by Cheryl A. Potteiger and published by . This book was released on 2008 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Correlation Analysis of Pennsylvania System of School Assessment Cognitive Abilities Tests and Report Card Grades for Students in Grades 3 5 8 and 11 written by Kathy C. Burson and published by . This book was released on 2001 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Best Practices for State Assessment Systems Part I written by National Research Council and published by National Academies Press. This book was released on 2010-07-28 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.

Download or read book Accuracy with which Benchmark Assessments Relate to Student Success on State Assessments written by Joy B. Viness and published by . This book was released on 2017 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, the researcher examined the relationship between student achievement levels on locally created benchmark assessments and end-of-grade tests. The researcher also examined whether certain school and demographic factors were predictors of scores on end-of-grade tests. The researcher used four years of benchmark, Criterion Referenced Competency Test (CRCT), and Georgia Milestones Assessment (GMA) scores from third-grade students in one elementary school in northwest Georgia as data sources. Correlational analyses showed a significant correlation between student achievement levels on benchmark assessments and the CRCT as well as the GMA. Regression analyses also showed student performances on benchmark assessments to be significant predictors of performances on the CRCT and GMA. Several models also found other school and demographic factors as significant predictors of state scores. The results of this study can be used to further the understanding of the value of formative assessments with regard to student achievement on end-of-grade assessments.

Download or read book The Predicted Validity of the Pennsylvania System of School Assessment Using the CTB McGraw Hill Terra Nova Test written by Terence Richard Maher and published by . This book was released on 2003 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Validity Study written by Lori A. Whetstone and published by . This book was released on 2003 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact on Student Achievement to the Pennsylvania System of School Assessment PSSA Prep Program written by John A. Wyllie (Jr.) and published by . This book was released on 2008 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: As public school accountability for student achievement has continued to increase, prior to and as a result of the No Child Left Behind Act of 2001, schools have sought ways of bringing new instructional services to their students to raise their levels of achievement. This doctoral study investigated the effects of one such attempt in a large school district in Western Pennsylvania, the PSSA Prep Program. Data were collected on one class of students who participated for one year in the program as juniors and compared with students who were not participants. Similar comparisons between participants and non-participants were made within the economically disadvantaged subgroup. Comparisons were also made between economically disadvantaged and non-disadvantaged participants. Two-way Analyses of Variance (ANOVAs) were conducted on both the eleventh-grade reading and mathematics PSSA assessments to make these comparisons. Interviews were conducted to determine participants' perceptions regarding specific components of the PSSA Prep Program. Based on the results of the study, participation in the PSSA Prep Program provided positive effects for both reading and mathematics when accounting for the total sample studied. When considering only economically disadvantaged students, participation provided positive results in mathematics, but not in reading. Overall, improved achievement for participants in both reading and mathematics was not influenced by economic status. Participants' interview responses indicated that providing additional time for study of reading and mathematics during the school day, small group size, and instruction targeted to deficits identified through assessment all provided positive benefits in raising their achievement. Computer-aided instruction was identified as a component that did not have a positive impact.