Download or read book Using Formative Assessment Results to Predict Student Achievement on High Stakes Tests written by Lisa W. Smith and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine whether comprehensive post formative assessments can accurately predict student academic achievement on AYP (Adequate Yearly Progress) indicators as measured by standardized criterion-referenced tests. The primary participant populations for this study were sixth, seventh, and eighth grade students enrolled in a middle school in north Georgia from 2004-2007. Over 2,900 student assessments were used to conduct the statistical research and variables such as gender, race, and socio-economic levels were not disaggregated in the data collection compilation. The data sources included the first quarter, second quarter, and third quarter post formative assessments which are administered every nine-week grading period in the school system. The findings indicated that various grade levels exhibited a higher predictability factor with certain quarterly assessments than others. Likewise, unit gains on post assessments demonstrated a statistically significant indicator for academic achievement on high stake standardized assessments.
Download or read book The School Leader s Guide to Formative Assessment written by Todd Stanley and published by Routledge. This book was released on 2013-08-15 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: This user-friendly guide shows school leaders how to use formative assessment to improve both student and teacher achievement. With step-by-step information and practical examples, this book will help you develop better assessments that will transform your school. You will learn: The advantages of formative assessment When and why to use formative assessment How to develop valid and reliable assessments How to mimic the state assessment schedule How to organize and use data effectively How to use data to develop teacher leaders The appendix features more than ten pages of handy reproducibles that will help you implement formative assessments immediately (also available as free downloads www.routledge.com/9781596672468). A curriculum pacing guide A presentation template to explain formative assessment to your staff A non-mastery report A class item analysis graph A class profile graph A student questionnaire, and more!
Download or read book Using Common Standards based Assessments to Predict Student Achievement on High stakes End of level Assessments written by Jason Stewart Borup and published by . This book was released on 2009 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research focuses on assessments of eighth grade students' results of state end-of-level high-stakes assessments for language arts as required by the No Child Left Behind Act of 2001.
Download or read book The Road to Charlottesville written by Maris Vinovskis and published by DIANE Publishing. This book was released on 1999 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictive validity of formative assessments to high stakes comprehensive assessments written by Joretha S. Lewis and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federal and state-mandated accountability testing has been a central feature of educational reform since the No Child Left Behind (NCLB) Act was signed into law in 2001. Although accountability systems have evolved to reflect less prescriptive measures, schools and districts are still accountable annually to state-level measures of student achievement and growth. Assessing student progress before end-of-year tests has become increasingly important, and interim assessments have become a valuable tool to help predict and gauge student learning. This quantitative correlational research study analyzed the statistical relationship between the English Language Arts Massachusetts Comprehensive Assessment System (MCAS) and the Curriculum Associates' (CA) Reading i-Ready Diagnostic assessment (i-Ready) for students in grades sixth - eighth. A Pearson correlation test was used to determine if there was a statistical correlation between the two testing instruments during the years of 2017, 2018, and 2019. The results showed differing levels of statistical correlation between the two tests, depending on the grade level and year. Based on the findings, the use of formative assessments tools like i-Ready could assist schools in identifying supports for teaching and learning before annual testing.
Download or read book Formative Assessment in a Professional Learning Community written by Betsy Moore and published by Routledge. This book was released on 2013-08-06 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ideas and examples in this book help teachers successfully collaborate to raise student achievement through the use of formative assessments. Here, Todd Stanley and Betsy Moore, educators with over 40 years of combined experience, offer proven formative assessment strategies to teachers in a professional learning community.
Download or read book The Effect of Teacher team Generated Formative Assessments on Student Writing Achievement Test Levels written by Justin Michael Calhoun and published by . This book was released on 2020 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment has been studied for the last 2 decades. Increased high-stakes accountability requirements have intensified the focus on preparing students to demonstrate increased achievement on end-of-course summative tests. Districts have turned to common formative assessments as a means to increase student achievement on end-of-course testing. Therefore, more study was needed to determine if common formative assessments lead to increased students’ achievement on summative writing assessments. This causal-comparative study examined two groups of eleventh-grade students to determine if any differences existed between student achievement scores on teacher-created formative assessments and common formative assessments created by teacher teams. Data were gathered from eight high schools that represented the entire population of Northeast Tennessee. A two-way analysis of variance (ANOVA) was used to analyze data, and findings indicated that statistically significant differences existed when common formative assessments were administered to eleventh-grade students.
Download or read book Predicting Standardized State Achievement Scores from Measures of Academic Progress written by Christopher Joseph Nugent and published by . This book was released on 2009 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Testing and Measurement written by Tom Kubiszyn and published by John Wiley & Sons. This book was released on 2024-01-24 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational Testing & Measurement Revised and updated edition of the reader-friendly, classroom-relevant introduction to testing and assessment, designed for educators to meet today’s challenges in measuring student progress Educational Testing and Measurement, Twelfth Edition, is a revised and updated practical resource that will enhance assessment literacy to help prepare current and prospective teachers to navigate today’s changing world of educational testing and assessment. It describes the classroom impact of national and key state-level policy changes that drive the ongoing changes in the usage of both teacher-made and standardized tests and assessments. Expanding on previous editions, the book: Explains test and measurement content in a nonintimidating and unique manner Clarifies how formative assessment can help integrate instruction and assessment on a day-day basis in the classroom, and the roles of interim/benchmark and summative assessment Describes the practical, day-to-day issues related to the development, scoring and interpretation of formative assessment results Presents both sides of the various controversies around educational testing and assessment to inform readers sufficiently to form their own opinions Uses a friendly, conversational style to enhance the emphasis on the application of theory Provides sufficient theoretical background, without oversimplifying, for readers to understand the statistical and psychometric foundations of measurement New content in the twelfth edition: Includes the impact of the COVID-19 pandemic on learning and assessment Expands coverage of formative, interim/benchmark and summative assessment Introduces Multi-Tiered Systems of Support (MTSS) and explains how MTSS both integrates with and expands upon Response to Instruction/Intervention (RTI) Describes changes to assessment practice driven by the “Every Student Succeeds Act (ESSA)” (replacing No Child Left Behind Act, or NCLB), and state academic standards Includes examples illustrating the development, usage and interpretation of assessment results in today’s classrooms Includes an updated instructor’s manual with an expanded item bank, and links to on-line resources to expand upon the text presentation in key areas (e.g., formative assessments standardized testing, measuring behavioral, social, and emotional development) Educational Testing and Measurement, Twelfth Edition presents a balanced perspective of educational testing and assessment, with a unique approach to descriptive statistics and psychometrics (validity, reliability, and fairness).
Download or read book Informing the Practice of Teaching Using Formative and Interim Assessment written by Robert W. Lissitz and published by IAP. This book was released on 2013-03-01 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on interim and formative assessments as distinguished from the more usual interest in summative assessment. I was particularly interested in seeing what the experts have to say about a full system of assessment. This book has particular interest in what information a teacher, a school or even a state could collect that monitors the progress of a student as he or she learns. The authors were asked to think about assessing the effects of teaching and learning throughout the student’s participation in the curriculum. This book is the product of a conference by the Maryland Assessment Research Center for Education Success (MARCES) with funding from the Maryland State Department of Education.
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Download or read book Assessment of Student Achievement written by Norman Edward Gronlund and published by . This book was released on 1998 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the premise that assessment of student achievement plays a vital role in instruction - and that its main goal is to improve learning - this new resource emphasizes all types of achievement assessments, not simply classroom assessments. While stressing the importance of using both classroom tests and performance assessments for a comprehensive assessment of all intended learning outcomes, author Gronlund explains that each makes a unique and important contribution and each, therefore, complements and supplements the other. In it you see clearly how to prepare and use classroom tests and performance assessments, how to assign grades, and how to interpret standardized test scores to students and parents. Here you'll find all the basic concepts presented with scrupulous technical accuracy in a simple, direct, understandable manner. Practical examples, checklists, boxed material highlighting significant points, and summaries of main points make the concepts extremely clear.
Download or read book A Study of Formative Assessment and High Stakes Testing Issues of Student Efficacy and Teacher Views in the Mathematics Classroom written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: In the age of high stakes testing, research shows that the focus on summative assessment is overshadowing the importance and use of formative assessment. According to Black and Wiliam (2005), interim assessments coupled with large-scale assessments represent substantial and well-entrenched obstacles that prevent the growth of formative assessment use in the United States. Exploring ways to overcome these obstacles, this research introduced teachers to the concept of a comprehensive balanced assessment system that values accountability statewide assessment (summative), interim/benchmark assessment (summative), and classroom assessment (summative and formative). The methodology of the study involved four teachers from two high schools in North Carolina who participated in a 16-week Formative Assessment (FA) Project led by the researcher. The study included professional development consisting of four modules, application in practice, and participation in a learning community. Formative assessment, in short, was defined as a process used during instruction to adjust teaching and learning. A grounded theory approach was employed to determine (1) what themes emerge as teachers implemented formative assessment in the age of high stakes testing; and (2) what new behaviors and/or attitudes students exhibit as a result of the implementation of formative assessment. Data was collected using field observations, interviews, and artifact reviews. The data supported the conclusion that teacher's views about assessment were changed to become more inclusive of students as partners in the assessment process. Students' self-efficacy increased as evidenced by their increased commitments to the learning process, use of metacognitive strategies, and levels of engagement. Based on the six themes that emerged from the data, the researcher identified four steps in the formative assessment process and three essential elements that need to be present for successful implementation in high scho.
Download or read book Effects of Traditional Formative Assessment Versus Mastery Learning Formative Assessment on Student Achievement written by Rachel T. Mac Manus and published by . This book was released on 2011 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Use of Formative Assessments and Other Strategies to Help Improve High Stakes Test Scores written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Under the federal law "No Child Left Behind", school districts across the nation are struggling to meet Adequate Yearly Progress, AYP. Schools are mandated to give formal assessments to students at specific grade levels in order prove that students are learning. Administrators, teachers, and students are held accountable for the progress on high stakes tests. The setting district is located in Ocean County, New Jersey. This district is very unique in its population. The population consists of African American, Hispanics, Whites and Orthodox Jews. The funds geared toward public schools are used to transport many Orthodox students to their private schools. This decreases the amount of funds going directly to the public schools. As a result, schools do not have adequate up-to- date resources as their affluent neighboring schools. In this study, parental involvement, cultural diversity, and socioeconomic status were researched to find possible causes for low academic achievement. The findings in the literature were compared to the setting district. As a result of this research, possible solutions were formulated to help districts increase their test scores and academic achievement. There were several solutions researched to help increase test scores. One solution consists of the use of assessments such as formative assessments which includes rubrics, exit passes, or portfolios. In addition, programs to motivate parents to get involved in the school community and professional development for teachers have shown to help raise test scores.
Download or read book The Knowledge Gap written by Natalie Wexler and published by Penguin. This book was released on 2020-08-04 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Download or read book Handbook of Formative Assessment written by Heidi Andrade and published by Routledge. This book was released on 2010-04-02 with total page 501 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment has recently become a focus of renewed research as state and federal policy-makers realize that summative assessments have reached a point of diminishing returns as a tool for increasing student achievement. Consequently, supporters of large-scale testing programs are now beginning to consider the potential of formative assessments to improve student achievement. The mission of this handbook is to comprehensively profile this burgeoning field of study. Written by leading international scholars and practitioners, each chapter includes a discussion of key issues that dominate formative assessment policy and practice today, as well as those that are likely to affect research and practice in the coming years. Key features include: Comprehensive – nineteen chapters cover all aspects of formative assessment including classroom assessment, large-scale applications, technological applications, applications for special needs students, K-12 and post-secondary applications, psychometric considerations, case studies, and discussion of alternative assessment formats such as portfolios and performance assessments. Integrative – thoughtful attention is given to the integration of large-scale and classroom assessments. Practical – provides practical guidance on how to conduct formative assessments that generate credible information to guide instruction. Global – provides perspectives from leading international scholars and practitioners whose expertise spans diverse settings, student populations, and educational systems. Accessible Style – although grounded in the latest research, the book’s style and tone has been carefully crafted to make it accessible to both the textbook and professional markets. It will also be a critical reference book for researchers in teacher preparation, educational administration, and educational policy studies.
