The Impact of Indiana's System of Interim Assessments on Mathematics and Reading Achievement

Autor/inn/en	Konstantopoulos, Spyros; Miller, Shazia Rafiullah; van der Ploeg, Arie
Titel	The Impact of Indiana's System of Interim Assessments on Mathematics and Reading Achievement
Quelle	In: Educational Evaluation and Policy Analysis, 35 (2013) 4, S.481-499 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373713498930
Schlagwörter	Mathematics Achievement; Reading Achievement; State Policy; Program Effectiveness; Achievement Gains; Educational Assessment; Educational Indicators; Effect Size; Intervention; Diagnostic Tests; Student Evaluation; Pretesting; Outcome Measures; Statistical Analysis; Indiana + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Achievement gain; Leistungssteigerung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Diagnostic test; Diagnostischer Test; Schulnote; Studentische Bewertung; Vortest; Statistische Analyse
Abstract	Interim assessments are increasingly common in U.S. schools. We use high-quality data from a large-scale school-level cluster randomized experiment to examine the impact of two well-known commercial interim assessment programs on mathematics and reading achievement in Indiana. Results indicate that the treatment effects are positive but not consistently significant. The treatment effects are smaller in lower grades (i.e., kindergarten to second grade) and larger in upper grades (i.e., third to eighth grade). Significant treatment effects are detected in Grades 3 to 8, especially in third- and fourth-grade reading and in fifth- and sixth-grade mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10