Date of Award
Fall 2024
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
George Roy
Abstract
This study examined the relationship between a state high-stakes summative mathematics assessment and an interim third-party math diagnostic assessment and data literacy among teachers in a Southeastern school district. Despite ongoing federal and state accountability efforts, the gap between policy intentions and student achievement continues to grow. In this quantitative correlational study, the relationship between the Spring 2023 state summative and interim assessment data for fourth and eighth-grade students was examined. Additionally, the Teacher Data Usage Survey (TDUS) responses were analyzed to examine how teachers utilize assessment data in instructional practices. Data were reported as percentages of responses per category and frequency. The study is grounded in several theories. The formative assessment theory by Wiliam and Black (1998) emphasizes using assessments for learning and the importance of continuous feedback. Curriculum Alignment Theory, as presented by English and Steffy (1983) and Leitzel and Vogler (1994) stresses the alignment of curriculum, instruction, and assessments to promote positive student outcomes. The conceptual assessment system model by Perie et al., (2009) highlights the integration of various assessments working together within a holistic system. Descriptive statistics and Pearson’s correlation coefficient were calculated for each grade level, overall performance; demographic subgroups, gender, and race/ethnicity; specialized learning subgroups, gifted and talented, multilingual learner, and special education students. A strong positive significant correlation was found between the two assessments across all subgroups for both grade levels. Survey responses indicated that teachers use both summative and interim assessment data throughout the year for various instructional purposes, including informing classroom content, meeting individual student needs, and discussing progress with parents or guardians. The frequency of use varied by assessment data type. This research contributes to the field by reporting the correlation between the two assessments between the subgroups and providing insights into how teachers use different categories of assessment data in their instructional practice.
Rights
© 2024, Beverly Quinn
Recommended Citation
Quinn, B.(2024). The State Math Assessment, I-Ready Diagnostic, and the State Accountability Plan: Is This an Assessment System to Support Learning for All Students?. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8234