Download or read book Using Math Curriculum Based Assessments to Predict Student Performance on the Pennsylvania System of School Assessment Math Test written by Joseph H. Lucas and published by . This book was released on 2013 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards written by Linda D. Hall and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Math skills are essential to daily life, impacting a person's ability to function at home, work, and in the community. Although reading has been the focus in recent years, many students struggle in math. The inability to master math calculation and problem solving has contributed to the rising incidence of student failure, referrals for special education evaluations, and dropout rates. Studies have shown that curriculum based measurement (CBM) is a well-established tool for formative assessment, and could potentially be used for other purposes such as a prediction of state standards test scores, however to date there are limited validity studies between mathematics CBM and standard-based assessment. This research examined a brief assessment that reported to be aligned to national curriculum standards in order to predict student performance on state standards-based mathematics curriculum, identify students at-risk of failure, and plan instruction. Evidence was gathered on the System to Enhance Educational Performance Grade 3 Focal Mathematics Assessment Instrument (STEEP3M) as a formative, universal screener. Using a sample of 337 students and 22 instructional staff, four qualities of the STEEP3M were examined: a) internal consistency and criterion related validity (concurrent); b) screening students for a multi-tiered decision-making process; c) utility for instructional planning and intervention recommendations; and d) efficiency of administration, scoring, and reporting results which were the basis of the four research questions for this study. Several optimized solutions were generated from Receiver Operator Curve (ROC) statistical analysis; however none demonstrated that the STEEP3M maximized either sensitivity or specificity. In semi-structured interviews teachers reported that they would consider using the STEEP3M, however only as a part of a decision-making rubric along with other measures. Further, teachers indicated that lessons are developed before the school year starts, more in response to the sequence of the state standards than to students' needs. While the STEEP3M was sufficiently long enough for high-stakes or criterion-referenced decisions, this study found that the test does not provide sufficient diagnostic information for multi-tiered decision-making for intervention or instructional planning. Although practical and efficient to administer, the conclusions of this study show the test does not provide sufficient information on the content domain and does not accurately classify students in need of assistance.
Download or read book How messing About with Performance Assessment in Mathematics Affects what Happens in Classrooms written by and published by . This book was released on 1995 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Grading Teachers Grading Schools written by Jason Millman and published by Corwin. This book was released on 1997-08-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extensive review of teacher and school evaluation, one is not likely to find an issue more divisive than the question of how best, in high-stakes contexts, to evaluate how well teachers and schools accomplish their task of educating students. This book explores four contemporary approaches to evaluating the effectiveness of teachers and schools.
Download or read book Instructional Practices in Mathematics and Student Achievement written by Audrey Flojo Colletti and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of lesson plans aligned with Pennsylvania Common Core math standards and district recommended scope and sequence on student mathematics achievement, as measured by Pennsylvania's standardized test, the Pennsylvania System of School Assessment (PSSA). Research was conducted in a suburban district with a Free and Reduced lunch rate of 63.5%. The method selected for this study was a quantitative correlational statistical analysis. Lesson plans were examined for curriculum alignment with high leverage grade level math standards and then compared with student achievement on the grade level Math PSSA. The assumption made in this study in when lesson plans are aligned with state standards and the recommended scope and sequence, students are more likely to achieve proficiency on state assessments. A further assumption is that the dilution of the curriculum to adjust to perceived student ability inhibits student achievement and creates equity issues. Secondarily, during data collection, time dedicated to actual mathematics instruction was collected and noted. Instructional time was measured as a percentage of days represented by lesson plans. The assumption is that time spent on instruction will have an impact on student achievement. This study sought to examine the impact of three key variables: alignment of lesson plans to standards; following the recommmended scope and sequence of math instruction; and instructional time spent on mathematics.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Talking about Tests written by United States. National Education Goals Panel and published by . This book was released on 1998 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Curriculum based Measurement in Mathematics written by Katherine Ann Stinson and published by . This book was released on 2011 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum-Based Measures (CBMs) in reading and their relationship to state standardized tests have been established and an important feature of CBMs. This study will examine the predictive relationship of CBMs (i.e. computation and application) in mathematics on a state standardized assessment for elementary students. This will assist educators in the early identification of problems and the adjusting of their instructional practices in order to promote proficiency on state assessments. The current study used 97 students from one school (35 third graders, 25 fourth graders, and 37 fifth graders). Students were given three probes, two weeks apart. The average scores on the probes tended to increase in all three grade levels for both computation and concepts/applications. A regression analysis indicated that both computation and application probes were significant in predicting WKCE results, indicating that math CBMs can be a valid tool in predicting future performance on WKCEs.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Prediction of Student Performance on the Pennsylvania System of School Assessment at Fifth Grade written by Linda Bluebello and published by . This book was released on 2003 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship between Student Achievement and Multilingualism A Quantitative Causal Comparative Study written by Jennifer Thomson and published by Lulu.com. This book was released on 2011-05-15 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Multilingualism enhances cognitive, neuro-linguistic and meta-linguistic development. It is proposed that improved student performance might be achieved if the U.S. educational system mainstreamed foreign language teaching as early as elementary school. The research hypothesis of this quantitative causal-comparative study was therefore that multilingual students should achieve significantly higher scores in standardized tests of basic skills relative to monolingual students. Simple random samples of 500 monolingual and 500 multilingual students in grades 5 through 8 with similar socio-economic status were drawn. There was a significant difference between the combined scores of the monolingual and multilingual students, indicating higher multilingual scores. The results of this and other studies should influence educational policy on language teaching. Urgent action is demanded from educational administrators and curriculum specialists to make foreign language teaching an integral part of the curriculum.
Download or read book Keeping Score written by National Research Council and published by National Academies Press. This book was released on 1999-12-16 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.
Download or read book An Analysis of the Predictive Validity of Curriculum based Mathematics Assessments on Student Performance on State Standardized Tests written by Ashley Brooke Blanchard Stewart and published by . This book was released on 2015 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to examine if assessments that are aligned to the same standards have a predictive nature. It seeks to answer whether or not scores on formative assessments that are directly related to the curriculum being taught can predict student achievement on state standardized assessments. A total of 142 students' scores on curriculum-based assessments and state standardized assessments were considered in the investigation. Correlations between the two may offer a glimpse into the predictability of formative assessment to their counterparts when the curriculum and instruction are appropriately aligned to both. A correlation analysis was used to analyze the relationship between averages of students' scores on curriculum-based assessment and the scores achieved on their state assessment. Additionally, a hierarchical regression analysis was used to determine the level of predictive validity associated with curriculum-based assessments to summative assessments when controlling for demographic variables. The study revealed that a strong relationship does exist between student scores on unit assessments and state assessments. Data focused on identifying variables with the most predictive value when controlling for demographics of the student population. Results from hierarchical regression analysis indicated that student achievement on curriculum-based assessments is highly predictive to results on summative assessments especially when alignment between curriculum, instruction, and assessments. This study is limited in scope but could be expanded to include additional grade levels, school years, and districts with varying levels of curriculum implementation.
Download or read book The Essential Components of a Successful Education System written by Business Roundtable and published by . This book was released on 1992 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Oxford Handbook of School Psychology written by Melissa A. Bray and published by OUP USA. This book was released on 2011-02-18 with total page 916 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of School Psychology focuses on significant issues, new developments, and scientific findings that influence current research and practice in the ever-growing field of school psychology. Additional sections discuss building a cumulative knowledge base to better facilitate students' academic, social, and personal competencies, including the promotion of positive mental health and subjective well-being.
Download or read book Improving Math and Science Assessment written by Nancy Paulu and published by . This book was released on 1994 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
