A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts

Autor/in	Williams, Tina R.
Titel	A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts
Quelle	(2009), (81 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Union University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1094-2068-5
Schlagwörter	Hochschulschrift; Dissertation; Formative Evaluation; Standardized Tests; Grade 5; Achievement Tests; Reading Tests; Language Tests; Language Arts; Scores; Predictor Variables; Teacher Surveys; Correlation; State Departments of Education; Instruction; Multiple Regression Analysis; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Standadised tests; Standardisierter Test; School year 05; 5. Schuljahr; Schuljahr 05; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Language test; Sprachtest; Sprachkultur; Prädiktor; Korrelation; Kultusministerium; Teaching process; Unterrichtsprozess
Abstract	The approach of high-stakes testing and accountability of student learning has resulted in an increase of ongoing assessments and continual instructional adjustments by teachers to achieve maximum student performance on standardized tests. According to Black and Wiliam (1998a), formative assessments can produce significant learning gains by offering specific feedback on desired learning targets and an understanding of specific steps to improve. To equip educators with data to drive instruction, many state departments of education across the United States have purchased formative assessment programs. Similarly, the Tennessee State Department of Education implemented a scientifically-based formative assessment program through the Princeton Review K-12 Services (The Princeton Review, 2005). The purpose of this study was to determine the predictability of fifth grade student proficiency on the Tennessee Comprehensive Assessment Program (TCAP) Reading/Language Arts scores based on the Tennessee Formative Assessment Program (TFAP) Reading/Language Arts scores. The sample consisted of 375 student Tennessee Formative Assessment Program (TFAP) scores paralleled with their Tennessee Comprehensive Assessment Program (TCAP) tests scores. A multiple linear regression revealed that TFAP is a predictor of TCAP (R square value = 0.523). Secondly, 22 teachers completed a seven question survey on how TFAP data was utilized to adapt instruction. Teacher surveys revealed that 77.3% of educators vi used TFAP data to adapt classroom instruction. Finally, implications of the research and recommendations are discussed. [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