The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling

2019 ◽  
pp. 767-778
Author(s):  
Aryn C. Karpinski ◽  
Jerome V. D'Agostino ◽  
Anne-Evan K. Williams ◽  
Sue Ann Highland ◽  
Jennifer A. Mellott
Keyword(s):  
Formative Assessment ◽  
Test Scores ◽  
Test Score ◽  
Research Question ◽  
Assessment Scores ◽  
Use Of Technology ◽  
State Test ◽  
Online Formative Assessment ◽  
State Test Scores ◽  
The Relationship

The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across elementary, middle, and high school from 2004/2005 to 2009/2010. The following research question was addressed: What is the relationship between online formative assessment score growth and state test score growth? Two-level time-varying covariate growth models were used. The results indicated that gains in online formative assessment scores over time covaried significantly and positively with state test score gains. Although causal inference is limited, the demonstrated relationship can provide teachers/administrators with evidence of the benefits of technology-based formative assessment practices. This relationship is reassuring given the number of educators who are using technology-based and/or online teaching tools in the classroom, and the number of administrators who are seeking to increase the use of technology as a learning tool in their schools.

The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling

2018 ◽  
pp. 5183-5192
Author(s):  
Aryn C. Karpinski ◽  
Jerome V. D'Agostino ◽  
Anne-Evan K. Williams ◽  
Sue Ann Highland ◽  
Jennifer A. Mellott
Keyword(s):  
Formative Assessment ◽  
Test Scores ◽  
Test Score ◽  
Research Question ◽  
Assessment Scores ◽  
Use Of Technology ◽  
State Test ◽  
Online Formative Assessment ◽  
State Test Scores ◽  
The Relationship

The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across elementary, middle, and high school from 2004/2005 to 2009/2010. The following research question was addressed: (1) What is the relationship between online formative assessment score growth and state test score growth? Two-Level Time-Varying Covariate Growth Models were used. The results indicated that gains in online formative assessment scores over time covaried significantly and positively with state test score gains. Although causal inference is limited, the demonstrated relationship can provide teachers/administrators with evidence of the benefits of technology-based formative assessment practices. This relationship is reassuring given the number of educators who are using technology-based and/or online teaching tools in the classroom, and the number of administrators who are seeking to increase the use of technology as a learning tool in their schools.

scholarly journals The Effect of Edmodo in Triggering Students’ Recognition of Recount Text Elements

2020 ◽  
Vol 11 (1) ◽  
pp. 142-152
Author(s):  
M. Fadhly Farhy Abbas ◽  
Siti Sahnia Mammenasa Daeng Yusuf
Keyword(s):  
Experimental Research ◽  
Test Scores ◽  
Test Score ◽  
Classroom Instruction ◽  
Eighth Grade ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Post Test ◽  
Effective Level ◽  
Quasi Experimental

The difficulty of students writing recount was found at MTs Hasanah Pekanbaru. The students could not write good recount text because of lack of vocabulary and lack of knowledge about recount text. In addition, the students hope that the use of technology in teaching because the strategy is not interesting enough that makes creativity low in writing. Knowing the effects of using Edmodo on learning English that can help the teacher to present the materials and help the students to find and develop the ideas and into elements of recount text at the eighth grade of MTs Hasanah Pekanbaru. This research was a quasi-experimental research. The sample was two classes VIII.4 with 26 students and VIII.5 with 24 students. After conducting this research using Edmodo, the results of the post-test scores of the experimental class were higher than the pre-test scores that were with less effective level. This can be seen from the average post-test score of the experimental class was 52.83, and it was increased from the pre-test score was 30.63 with a gain of 22.2 and N-gain 0.31. The average post-test on the control was 33.69, and it was lower than the experimental class with the gain 8.1 and N-gain 0.1. As the conclusion, there was a significance effect of the students who received in class experimental using Edmodo than the students who did not received classroom instruction using Edmodo in recognizing a recount text.

scholarly journals Lake Woebe guaranteed: Misuse of Test Scores in Massachusetts, Part I

2002 ◽  
Vol 10 ◽  
pp. 24 ◽  
Author(s):  
Walt Haney
Keyword(s):  
Test Scores ◽  
Test Score ◽  
Small Schools ◽  
Test Construction ◽  
Test Results ◽  
High Stakes ◽  
State Tests ◽  
Testing Period ◽  
State Test ◽  
Grade One

Misuse of test results in Massachusetts largely guarantees woes for both students and schools. Analysis of annual test score averages for close to 1000 Massachusetts schools for four years (1998—2001) shows that test score gains in one testing period tend to be followed by losses in the next. School averages are especially volatile in relatively small schools (with less than 150 students tested per grade). One of the reasons why scores fluctuate is that the Massachusetts state test has been developed using norm-referenced test construction procedures so that items which all students tend to answer correctly (or incorrectly) are excluded from operational versions of the test. This article concludes with a summary of other reasons why results from state tests, like that in Massachusetts, ought not be used in isolation to make high-stakes decisions about students or schools.

Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

2020 ◽  
Vol 49 (1) ◽  
pp. 5-19 ◽  
Author(s):  
Susan Crandall Hart ◽  
James Clyde DiPerna ◽  
Pui-Wa Lei ◽  
Weiyi Cheng
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Learning Program ◽  
Social Emotional ◽  
Public Attention ◽  
State Test ◽  
State Test Scores ◽  
The Impact

Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performance. Although somewhat smaller in magnitude than those reported in previous SEL meta-analyses (e.g., Durlak et al., 2011), observed effect sizes generally were positive and consistent with other studies employing similar designs (i.e., randomized trial, state test outcome, baseline academic covariate). These findings may assuage concerns about the program negatively impacting state test scores due to lost instructional time; however, they also temper expectations about large academic gains resulting from its implementation.

scholarly journals A Quantitative Study of Nursing Faculty’s Personal and Professional Use of Technology

2017 ◽  
Vol 2 (2) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Research Question ◽  
Behavioral Intent ◽  
Significant Evidence ◽  
Use Of Technology ◽  
Intent To Use ◽  
Nursing Education Research ◽  
Quantitative Correlational Study ◽  
The Relationship

The purpose of this quantitative correlational study was to determine if there is a relationship between nursing faculty’s acceptance and intent to use technology, with the adoption of informatics in nursing education. The framework that guided this study was the Unified Theory of Acceptance and Use of Technology 2. The study was guided by three research questions. Research question 1 asked the relationship between nursing faculty use of informatics in nursing education? There is significant evidence to support the claim there is a relationship between faculty’s user acceptance/behavioral intent to use technology and the adoption of informatics in nursing education. Research question 2 asked the relationship between the constructs of UTAUT2 and the behavior intent of the nursing faculty to use technology? The results support a relationship between the UTUAT2 constructs and behavioral intention to use technology thus the alternate hypothesis was supported. Research question 3 asked the relationship between age, gender, and experience of nurse faculty moderators that influence performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on personal behavior intent to use technology. The results indicated there is not significant evidence to support the claim that there is a relationship between behavioral intent to use technology and the age, gender, or experience of faculty. The results suggest that faculty’s personal and professional use of technology influences the integration of informatics into curriculum.

The Relationship of Compliance with Coping Strategies and Self-Esteem

2003 ◽  
Vol 19 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Gisli H. Gudjonsson ◽  
Jon Fridrik Sigurdsson
Keyword(s):  
Sex Differences ◽  
Coping Strategies ◽  
Multiple Regression ◽  
Sex Difference ◽  
Test Scores ◽  
Self Esteem ◽  
Stressful Situation ◽  
Men And Women ◽  
Relationship Of ◽  
The Relationship

Summary: The Gudjonsson Compliance Scale (GCS), the COPE Scale, and the Rosenberg Self-Esteem Scale were administered to 212 men and 212 women. Multiple regression of the test scores showed that low self-esteem and denial coping were the best predictors of compliance in both men and women. Significant sex differences emerged on all three scales, with women having lower self-esteem than men, being more compliant, and using different coping strategies when confronted with a stressful situation. The sex difference in compliance was mediated by differences in self-esteem between men and women.

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