Predicting Mississippi Curriculum Testing Program Second Edition Performance Using The Northwest Evaluation Association Measures Of Academic Progress

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Predicting Mississippi Curriculum Testing Program, Second Edition Performance Using the Northwest Evaluation Association Measures of Academic Progress

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Author : Mary Cole
Publisher :
ISBN 13 :
Total Pages : 137 pages
Book Rating : 4.:/5 (96 download)

Book Synopsis Predicting Mississippi Curriculum Testing Program, Second Edition Performance Using the Northwest Evaluation Association Measures of Academic Progress by : Mary Cole

Download or read book Predicting Mississippi Curriculum Testing Program, Second Edition Performance Using the Northwest Evaluation Association Measures of Academic Progress written by Mary Cole and published by . This book was released on 2014 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) reading and math assessments are a valid predictor of performance on the language arts and mathematics Mississippi Curriculum Test, 2nd Edition (MCT2). Additionally, the researcher sought to determine whether student characteristics of gender, ethnicity, and economically disadvantaged status added statistically to the prediction of MCT2 scores. The researcher used a correlational research design to answer the research questions that guide this study. Regression analyses were performed using IBM Statistical Package for the Social Sciences (SPSS), version 22. Data were collected from a Southern Mississippi school district. Scores from 676 6th grade students and 659 8th grade students were used in this study. The results of simple linear regression indicate that NWEA-MAP reading and mathematics assessments are a valid predictor of language arts and mathematics MCT2 scale scores for 6th and 8th grade students. Results of multiple regression indicate that the linear combination of fall reading NWEA-MAP RIT scores, spring reading NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 language arts scale scores for sixth grade students; likewise, the linear combination of fall reading NWEA-MAP RIT scores, spring reading NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 language arts scale scores for eighth grade students. Similarly, multiple regression analyses indicate that the linear combination of fall mathematics NWEA-MAP RIT scores, spring mathematics NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 mathematics scale scores for sixth grade students; similarly, the linear combination of fall mathematics NWEA-MAP RIT scores, spring mathematics NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 mathematics scale scores for eighth grade students.

Using Mathematics-curriculum Based Measures to Predict Outcomes on the Mathematics Portion of the Mississippi Curriculum Test, Second Edition

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Author : Lenora Hogan-Samuel
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (86 download)

Book Synopsis Using Mathematics-curriculum Based Measures to Predict Outcomes on the Mathematics Portion of the Mississippi Curriculum Test, Second Edition by : Lenora Hogan-Samuel

Download or read book Using Mathematics-curriculum Based Measures to Predict Outcomes on the Mathematics Portion of the Mississippi Curriculum Test, Second Edition written by Lenora Hogan-Samuel and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The nation is challenged with improving the mathematics achievement of its students. No Child Left Behind holds schools, districts, and states accountable for improving student achievement. Because high stakes tests are given at the end of the school year, schools are presented with the challenging task of developing or purchasing reliable assessments that provide accurate information describing how well students understand the skills that will be measured on the end-of-the-year high stakes tests. Curriculum based measurements are used periodically to measure student progress toward meeting objectives during the school year. The problem exists that schools are utilizing limited resources of time and money on a tool with little evidence of effectiveness in increasing mathematics scores on state assessments. The purpose of this study was to determine the relationships between the scores of the three assessments of the mathematics-Curriculum Based Measures (M-CBM) and the scores from the mathematics MCT2 for sixth-grade students. A correlational research design is used to fulfill the purpose and test the three null hypotheses. Hypothesis 1 for this study states that there is no relationship between the August 2009 M-CBM scores and the May 2010 mathematics MCT2 scores. Hypothesis 2 states that there is no relationship between the December 2009 M-CBM scores and the May 2010 mathematics MCT2 scores. Hypothesis 3 states that there is no relationship between the April 2010 M-CBM scores and the May 2010 mathematics MCT2 scores. To test the three null hypotheses, correlation coefficients were computed using the Pearson r. The results from all three hypotheses indicated that there were moderate positive correlations between scores of the M-CBM and scores of the mathematics portion of the MCT2, with the strongest relationship being between the April M-CBM and the mathematics MCT2 scores. Further analysis was done to determine if the relationship between M-CBM and mathematics MCT2 scores continued to exist when examined by mathematics MCT2 proficiency levels. The results of this analysis indicated that relationships between M-CBM and the mathematics portion of the MCT2 scores only existed for students scoring in the proficient range.

Resources in Education

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Author :
Publisher :
ISBN 13 :
Total Pages : 356 pages
Book Rating : 4.:/5 (3 download)

Book Synopsis Resources in Education by :

Download or read book Resources in Education written by and published by . This book was released on 1996-08 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Using Benchmark Assessment Scores to Predict Scores on the Mississippi Biology I Subject Area Test, Second Edition

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Author : Cheryl Lynn Smith
Publisher :
ISBN 13 :
Total Pages : 75 pages
Book Rating : 4.:/5 (913 download)

Book Synopsis Using Benchmark Assessment Scores to Predict Scores on the Mississippi Biology I Subject Area Test, Second Edition by : Cheryl Lynn Smith

Download or read book Using Benchmark Assessment Scores to Predict Scores on the Mississippi Biology I Subject Area Test, Second Edition written by Cheryl Lynn Smith and published by . This book was released on 2015 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools across Mississippi are challenged with educational growth. Since the enactment of NCLB, Mississippi has been grappling with a decrease in the graduation rate among its’ public high school students. Despite all the preparation, spent funds, and professional development for teachers, many students are not being successful on required subject area tests. The purpose of this study was to determine if benchmark assessment scores could be used as a predictor of state assessment scores. This study was guided by 3 research questions and utilized 1 research design. For the purpose of this study, a simple linear regression correlational research design was used to develop an equation to determine if the ELS Biology I Benchmark Assessment scores were a reliable predictor of Mississippi Biology I SATP2 scores. Question 1 sought to determine the accuracy of the fall ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Question 2 sought to determine the accuracy of the winter ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Question 3 sought to determine the accuracy of the spring ELS Biology I Benchmark Assessment scores on predicting the Mississippi Biology I SATP2 for high school students. Data analyses results indicated a statistically significant model for predicting Mississippi Biology I SATP2 scores for each of the benchmark assessments. Although the fall administration was statistically significant, it was not very accurate in predicting SATP2 scores. It was determined that the ELS Biology I Benchmark Assessment could accurately predict scores on the Mississippi Biology I SATP2 for high school students. The study concluded with recommendations for future research, especially in the area of science.

Culturally Responsive Teaching

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Author : Geneva Gay
Publisher : Teachers College Press
ISBN 13 : 0807750786
Total Pages : 321 pages
Book Rating : 4.8/5 (77 download)

Book Synopsis Culturally Responsive Teaching by : Geneva Gay

Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.

The Effects of the Mississippi Curriculum Test, Second Edition: a Study on the Teacher Morale and Teacher Efficacy of Seventh and Eighth Grade Teachers

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Author : Mario Willis
Publisher :
ISBN 13 :
Total Pages : 242 pages
Book Rating : 4.:/5 (881 download)

Book Synopsis The Effects of the Mississippi Curriculum Test, Second Edition: a Study on the Teacher Morale and Teacher Efficacy of Seventh and Eighth Grade Teachers by : Mario Willis

Download or read book The Effects of the Mississippi Curriculum Test, Second Edition: a Study on the Teacher Morale and Teacher Efficacy of Seventh and Eighth Grade Teachers written by Mario Willis and published by . This book was released on 2014 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: Surveyed teachers responsible for preparing students to take the state-mandated Mississippi Curriculum Test, Second Edition (MCT2), in 56 low-performing middle schools and 57 high-performing middle schools from 69 school districts in Mississippi during the 2012/2013 school year, to determine if teacher morale and teacher efficacy can be predicted from attitudes toward the MCT2, and if there is a difference in teacher morale and teacher efficacy between teachers in low-performing schools and high-performing schools.

Aligning the NWEA RIT Scale with the South Carolina High School Assessment Program

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Author : John Cronin
Publisher :
ISBN 13 :
Total Pages : 20 pages
Book Rating : 4.:/5 (16 download)

Book Synopsis Aligning the NWEA RIT Scale with the South Carolina High School Assessment Program by : John Cronin

Download or read book Aligning the NWEA RIT Scale with the South Carolina High School Assessment Program written by John Cronin and published by . This book was released on 2004 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year, South Carolina students participate in testing as part of the South Carolina assessment program. Students in grades 3 through 8 take the Palmetto Achievement Challenge Tests (PACT) in English/Language Arts and Mathematics. Students in grade 10 take the High School Assessment Program (HSAP) in English/Language Arts and mathematics. 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. In addition, students must achieve Level 2 performance on the HSAP in order to graduate from high school. The South Carolina Department of Education has developed scales that are used to assign students to one of four performance levels on the HSAP. Level 2 is considered the level that represents passing performance. Many students who attend school in South Carolina 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 HSAP assessments and the RIT scales used to report performance on NWEA tests. The study determined the reading, language usage and mathematics RIT score equivalents for the HSAP performance levels in English/Language Arts and Mathematics. Test records for more than 3,500 students were included in this study. Three methods generated an estimate of RIT cut scores that could be used to project HSAP performance levels. Rasch SOS methods generally produced the most accurate cut score estimates. Accuracy of predicting HSAP passing performance was above 88% for all subjects when using the best methodology. Type I errors never ranged above 6% when the best methodology was employed. (Contains 12 tables and figures.).

School, Family, and Community Partnerships

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Author : Joyce L. Epstein
Publisher : Corwin Press
ISBN 13 : 1483320014
Total Pages : 508 pages
Book Rating : 4.4/5 (833 download)

Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein

Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress

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Author : Jennifer Hall-Michalcewiz
Publisher :
ISBN 13 :
Total Pages : 240 pages
Book Rating : 4.:/5 (319 download)

Book Synopsis Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress by : Jennifer Hall-Michalcewiz

Download or read book Predicting Reading and Mathematics Delaware State Testing Program Performance Using the Measures of Academic Progress written by Jennifer Hall-Michalcewiz and published by . This book was released on 2008 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Examination of Mississippi Fourth and Eighth Grade Students' Reading Performance on the Mississippi Curriculum Test, Mississippi Curriculum Test 2, and National Assessment of Educational Progress

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Author : Shundria Summers Shaffer
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (74 download)

Book Synopsis Examination of Mississippi Fourth and Eighth Grade Students' Reading Performance on the Mississippi Curriculum Test, Mississippi Curriculum Test 2, and National Assessment of Educational Progress by : Shundria Summers Shaffer

Download or read book Examination of Mississippi Fourth and Eighth Grade Students' Reading Performance on the Mississippi Curriculum Test, Mississippi Curriculum Test 2, and National Assessment of Educational Progress written by Shundria Summers Shaffer and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: High stakes testing in reading demands that educators are providing the appropriate instruction to ensure student's success on state and national assessments. Causal comparative research was conducted to examine the research questions. 6 reading assessments were used for the study: (a) the 2007 administration of the fourth and eighth grade NAEP, (b) the 2006-2007 administration of the fourth and eighth grade MCT, and (c) the 2007-2008 administration of the fourth and eighth grade MCT2. Data were drawn from the Mississippi Department of Education's website and from the National Assessment of Education Progress' website. District level data were available for both Mississippi Curriculum Tests and state level data were available for the NAEP. Results revealed that there were statistically significant differences between achievement levels for fourth and eighth grade students on the MCT and MCT2. Comparison of the means for the two reading tests at the fourth and eighth grade level indicated that students scored statistically significant lower on the MCT2 than they did on the MCT. Results also revealed that there were higher percentages of fourth grade students scoring minimal on NAEP than on the MCT and MCT2. In the basic category, there were higher percentages of students scoring basic on the MCT2 and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. At the eighth grade level, there were higher percentages of students scoring minimal and basic on NAEP and higher percentages of students scoring proficient and advanced on the MCT. Relying on the targeted percentage of students at the achievement levels of proficient and advanced, the percentages of students on the MCT and MCT2 exceeded NAEP levels. Based on the above findings, the MCT2 is more aligned to NAEP, given that there were statistically significant differences between the MCT and MCT2. Further studies are needed in other subject areas to ensure state tests alignment with NAEP.

Using Curriculum-based Measurement of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning

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Author : Kristine Alisa Morris
Publisher :
ISBN 13 :
Total Pages : 94 pages
Book Rating : 4.:/5 (864 download)

Book Synopsis Using Curriculum-based Measurement of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning by : Kristine Alisa Morris

Download or read book Using Curriculum-based Measurement of Mathematics and Measures of Academic Progress, Mathematics to Predict Performance on the Washington Assessment of Student Learning written by Kristine Alisa Morris and published by . This book was released on 2008 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Mississippi Program for the Improvement of Instruction

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Author : Mississippi. State Department of Education
Publisher :
ISBN 13 :
Total Pages : 596 pages
Book Rating : 4.3/5 ( download)

Book Synopsis Mississippi Program for the Improvement of Instruction by : Mississippi. State Department of Education

Download or read book Mississippi Program for the Improvement of Instruction written by Mississippi. State Department of Education and published by . This book was released on 1936 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Measure of Success

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Author : Christine Espin
Publisher : U of Minnesota Press
ISBN 13 : 0816679703
Total Pages : 408 pages
Book Rating : 4.8/5 (166 download)

Book Synopsis A Measure of Success by : Christine Espin

Download or read book A Measure of Success written by Christine Espin and published by U of Minnesota Press. This book was released on 2012 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Simple in concept, far-reaching in implementation, Curriculum-Based Measurement (CBM) was developed in the 1980s as an efficient way to assess the progress of struggling students, including those with disabilities. Today, there are few areas of special education policy and practice that have not been influenced by CBM progress monitoring. The impact of CBM is reflected in recent education reforms that emphasize improvements in assessment and data-based decision making. Gathering an international group of leading researchers and practitioners, A Measure of Success provides a comprehensive picture of the past, present, and possible future of CBM progress monitoring. The book will be instrumental for researchers and practitioners in both general and special education, particularly those involved in the rapidly growing Response to Intervention (RTI) approach, an approach used to determine the performance and placement of students with learning difficulties. A Measure of Success presents a nuanced examination of CBM progress monitoring in reading, math, and content-area learning to assess students at all levels, from early childhood to secondary school, and with a wide range of abilities, from high- and low-incidence disabilities to no disabilities. This study also evaluates how the approach has affected instructional practices, teacher training, psychology and school psychology, educational policy, and research in the United States and beyond. Timely and unique, this volume will interest anyone in education who wants to harness the potential advantage of progress monitoring to improve outcomes for students. Contributors: Laurence Bergeron; Lionel A. Blatchley; Renee Bradley; Mary T. Brownell, U of Florida; Todd W. Busch, U of St. Thomas; Heather M. Campbell, St. Olaf College; Ann Casey; Theodore J. Christ, U of Minnesota; Kelli D. Cummings, U of Oregon; Eric Dion, U du Québec à Montréal; Isabelle Dubé, U du Québec à Montréal; Hank Fien, U of Oregon; Anne Foegen, Iowa State U; Douglas Fuchs, Vanderbilt U; Lynn S. Fuchs, Vanderbilt U; Gary Germann; Kim Gibbons; Roland H. Good III, U of Oregon; Anne W. Graves, San Diego State U; John L. Hosp, U of Iowa; Michelle K. Hosp; Joseph R. Jenkins, U of Washington; Ruth A. Kaminski; Panayiota Kendeou, Neapolis U Pafos, Cyprus; Dong-il Kim, Seoul National U, South Korea; Amanda Kloo, U of Pittsburgh; Danika Landry, U du Québec à Montréal; Erica Lembke, U of Missouri; Francis E. Lentz Jr., U of Cincinnati; Sylvia Linan-Thompson, U of Texas at Austin; Charles D. Machesky; Doug Marston; James L. McLeskey, U of Florida; Timothy C. Papadopoulos, U of Cyprus; Kelly A. Powell-Smith; Greg Roberts, U of Texas at Austin; Margaret J. Robinson; Steven L. Robinson, Minnesota State U, Mankato; Catherine Roux, U du Québec à Montréal; Barbara J. Scierka; Edward S. Shapiro, Lehigh U; Jongho Shin, Seoul National U, South Korea; Mark R. Shinn, National Louis U; James G. Shriner, U of Illinois, Urbana-Champaign; Paul T. Sindelar, U of Florida; Deborah L. Speece, U of Maryland; Pamela M. Stecker, Clemson U; Martha L. Thurlow, U of Minnesota; RenátaTichá, U of Minnesota; Gerald Tindal, U of Oregon; Paul van den Broek, Leiden U, the Netherlands; Sharon Vaughn, U of Texas at Austin; Dana L. Wagner, Augsburg College; Teri Wallace, Minnesota State U, Mankato; Jeanne Wanzek, Florida State U; Mary Jane White, U of Minnesota; Mitchell L. Yell, U of South Carolina; Naomi Zigmond, U of Pittsburgh.

Scales, Norms, and Equivalent Scores

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Author : William H. Angoff
Publisher :
ISBN 13 :
Total Pages : 156 pages
Book Rating : 4.F/5 ( download)

Book Synopsis Scales, Norms, and Equivalent Scores by : William H. Angoff

Download or read book Scales, Norms, and Equivalent Scores written by William H. Angoff and published by . This book was released on 1984 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Educational Assessment

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Author : Michael J. Donhost
Publisher :
ISBN 13 :
Total Pages : 78 pages
Book Rating : 4.:/5 (957 download)

Book Synopsis Educational Assessment by : Michael J. Donhost

Download or read book Educational Assessment written by Michael J. Donhost and published by . This book was released on 2009 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research on the potential relationship of the Northwest Evaluation Association's Measures of Academic Progress (NWEA MAP) and the Illinois Standards Achievement Test (ISAT) was conducted in two phases and focused on middle schools with a grade configuration of 6-8 in the state of Illinois. The first phase of the research examined whether or not a significant relationship existed between NWEA MAP test participation by middle schools in Illinois, and ISAT growth over time. A total of 86 schools were involved in the research associated with Phase 1. The second phase of the study aimed to find out if the NWEA members' self-reported level of data-driven decision making practices was associated with ISAT growth over time. An original data-driven decision making (DDDM) survey was employed to measure the use of data-driven decision making practices at each middle school selected for the study. The DDDM survey questions were created based on the major recommendations that are found in the book Data Wise (Boudett, 2005a). For each of the 8 major Data Wise recommendations, one question was formed to measure the level of implementation for each school. A total of 31 of the 43 identified principals participated in the study, for a return rate of 72%. Ultimately, this quantitative research failed to reject both of the null hypotheses. However, the DDDM survey did illuminate a discrepancy in the reported implementation level of Assessment Literacy compared to the other 7 survey questions. Recommendations for future research include conducting an in-depth study of a few schools that have a proven record of rapid growth, in an attempt to distill the specific factors that allow certain NWEA member schools to experience success. A second approach would be to follow a cohort of schools from the implementation stage with NWEA through the first few years of use, attempting to identify the decisions and actions that lead to measurable growth. Finally, deciphering which terms and processes are crucial to an effective understanding of assessment literacy could also prove beneficial to the broader educational community.

THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES.

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Author :
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (654 download)

Book Synopsis THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES. by :

Download or read book THE IMPACT OF THE HIGH-STAKES MISSISSIPPI CURRICULUM TEST ON TEACHERS INSTRUCTIONAL PRACTICES. written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to examine the ideal and actual teaching practices of sixth through eighth grade teachers in the Rankin County School District whose students take the Mississippi Curriculum Test in an effort to raise student achievement whose students take the Mississippi Curriculum Test. It was also designed to examine whether ideal or actual teaching practices align with constructivist or behaviorist teaching practices. Eighty nine sixth, seventh, and eighth grade teachers whose students took the Mississippi Curriculum in the Spring 2006 semester participated in the study. Teachers responded to two surveys whose questions were identical but from two different frames of reference: one with high stakes testing and one without high stakes testing. Teachers also responded to a third survey that asked for their perceptions of the Mississippi Curriculum Test. A two-way Measures Analysis of Variance (ANOVA), supported by a tukey post hoc comparison on the scale scores of the questionnaires were used to determine if there was a statistically significant difference between teachers? ideal and actual teaching practices to improve student achievement on the Mississippi Curriculum Test. Further findings from the study did conclude that there was a statistically significant difference in teachers use of behaviorist and constructivist instructional practices. Data obtained from the study indicated that there are significant differences in teachers actual and ideal instructional practices in relation to their behaviorist and constructivist instructional practices. Data obtained from the participants indicated that they use favor constructivist practices to raise student achievement on the Mississippi Curriculum Test.

Predicting Standardized State Achievement Scores from Measures of Academic Progress

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Author : Christopher Joseph Nugent
Publisher :
ISBN 13 :
Total Pages : 166 pages
Book Rating : 4.:/5 (741 download)

Book Synopsis Predicting Standardized State Achievement Scores from Measures of Academic Progress by : Christopher Joseph Nugent

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: