An Analysis of the Effects of High- and Low-Stakes Testing on Student Achievement

Autor/in	Mathis, Frankie Eubanks
Titel	An Analysis of the Effects of High- and Low-Stakes Testing on Student Achievement
Quelle	(2012), (76 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2676-2679-0
Schlagwörter	Hochschulschrift; Dissertation; High Stakes Tests; Academic Achievement; Program Effectiveness; Grade 11; Testing Programs; State Standards; Mathematics Achievement; Regression (Statistics); Predictor Variables; Predictive Validity; Achievement Tests; Standardized Tests; Secondary School Mathematics; Test Interpretation; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; School year 11; 11. Schuljahr; Schuljahr 11; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Test analysis; Testauswertung
Abstract	With increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated testing programs in Alabama and grades earned in corresponding mathematics courses exist. Through regression analyses, it was determined that grades earned in mathematics classes are predictors of scores earned on the state-mandated tests. Additionally, in this study, the sample data revealed that student achievement did not increase as the individual consequences associated with the test increased. Rather, student achievement on the state-mandated tests was consistent with the overall mathematics achievement levels demonstrated in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10