Analyzing the correlation between data usage and student performance on the Missouri Assessment Program

This study focused on the impact of response to intervention on 2019 sixth-grade rural public middle school Missouri Assessment Program performance by free and reduced-price lunch eligibility. Response to intervention was used to decrease learning gaps for students. Missouri Assessment Program performance was used as an accountability measure for Missouri public school students. The researcher used the Missouri Assessment Program, a standardized assessment given to Missouri public school students in grades three through eight. The annual test includes mathematics and English language arts in grades three through eight and science in grades five and eight. This research focused on mathematics in grade six. This study concluded that there were significant differences in student scores based on: free and reduced lunch eligibility; race and ethnicity; response to intervention received; and response to intervention level. Moreover, the researcher found that students in response to intervention Level 2 are effectively identified to receive academic assistance. This seemed to be a stronger identifier than free and reduced-lunch eligibility and race.

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An Automated Competency-based Student Performance Assessment Program for Advanced Pharmacy Practice Experiential Programs

American Journal of Pharmaceutical Education ◽

10.5688/aj7106128 ◽

2007 ◽

Vol 71 (6) ◽

pp. 128 ◽

Cited By ~ 12

Author(s):

L. Douglas Ried ◽

Ruth Nemire ◽

Randell Doty ◽

Mildred P. Brickler ◽

Holly H. Anderson ◽

...

Keyword(s):

Performance Assessment ◽

Student Performance ◽

Pharmacy Practice ◽

Assessment Program ◽

Competency Based

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Alternate Assessments in Reading and Math: Development and Validation for Students with Significant Disabilities

Council review ◽

10.1177/001440290306900406 ◽

2003 ◽

Vol 69 (4) ◽

pp. 481-494 ◽

Cited By ~ 21

Author(s):

Gerald Tindal ◽

Marilee McDonald ◽

Marick Tedesco ◽

Aaron Glasgow ◽

Pat Almond ◽

...

Keyword(s):

Students With Disabilities ◽

Student Performance ◽

Large Scale ◽

Significant Disabilities ◽

Technical Adequacy ◽

Math Teachers ◽

Large Scale Assessment ◽

Assessment Program ◽

Alternate Assessments ◽

Reading And Math

Given the mandates of IDEA to include students with disabilities in large-scale assessments, most states have either adopted alternate standards or developed alternate assessments. In either case, it is difficult to understand the students' performance relative to the primary assessment program. And in both cases, the technical adequacy is generally assumed rather than specifically documented. In this study, we developed a series of standardized tasks that can be considered as part of the same construct as operationalized in the primary large-scale assessment program. We then analyzed student performance to ascertain reliability and initial validity. In reading and math, teachers were trained to administer the tasks and judge performance, providing a system with instructional and evaluative uses. The results support the technical adequacy of the alternate assessment.

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A study of the relationship of the Diagnostic Reading Assessment 2 to the Missouri Assessment Program in communication arts

10.32469/10355/42975 ◽

2013 ◽

Author(s):

Ruth Ann Orr

Keyword(s):

Reading Assessment ◽

Missouri Assessment Program ◽

Communication Arts ◽

Assessment Program ◽

Relationship Of ◽

The Relationship

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Practices and Beliefs about Educational Data Usage

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.9522 ◽

2018 ◽

Author(s):

Ajay Sivanand ◽

Dr. Brian Frank

Keyword(s):

Student Performance ◽

Data Gathering ◽

Program Improvement ◽

Data Sets ◽

Structured Interviews ◽

Activity Data ◽

Learning Outcomes Assessment ◽

Data Usage ◽

Educational Staff ◽

Diverse Data

Abstract – As programs drive to innovate in educational delivery they are increasingly seeking to apply and connect diverse data sets, including student performance data arising from learning outcomes assessment, student activity data in learning management systems, and survey data. This research study is aimed at developing a model to support visualization of educational data to support a range of data needs from individual reflection to program improvement and change management. A literature review around assessment data usage indicated that there is currently a gap in the assessment cycle between collecting the educational data and putting it to use towards educational data needs. Facilitating ways to close this gap served as the motivation for the study. The first phase of this study, as approved by the instructional research ethics board, was to find out how instructors, faculty administration, and educational developers use data and the role it has in improving the student experience. We conducted semi-structured interviews of twelve faculty and educational staff who collect, analyze, and reflect on educational data. Interviews were created according to McCracken and analyzed using Charmaz’s abductive approach to grounded theory. The emerging data presents a number of emergent themes around the affective aspects of how stakeholders feel about how data is and is not being used. This paper will describe the method to approach to the qualitative data gathering and analysis procedure, and the ideas that emerged from the interviews that we think are of interest to readers.

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Using The Major Field Test-Business As An Assessment Tool And Impetus For Program Improvement: Fifteen Years Of Experience At Virginia Military Institute

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v5i2.1314 ◽

2008 ◽

Vol 5 (2) ◽

Author(s):

H. Francis Bush ◽

Floyd H. Duncan ◽

Edwin A. Sexton ◽

Clifford T. West

Keyword(s):

Student Performance ◽

Field Test ◽

Assessment Tool ◽

Program Improvement ◽

Valuable Component ◽

Major Field ◽

Assessment Program ◽

Virginia Military Institute ◽

History Of ◽

Military Institute

We examine the history of VMI’s use of the Major Field Test as an assessment tool for its Department of Economics and Business. Further, we chronicle how the information gathered from a decade and a half of use has shaped the curriculum, faculty composition and policies within the Department. There is evidence that the policies surrounding how and when the Major Field Test is administered influences student performance on the test and that it can be a valuable component of a comprehensive assessment program.

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