Date

6-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

David Nelson

Keywords

Assessments, Benchmark, ACCESS, English Proficiency

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods

Abstract

The purpose of this causal comparative study was to test the theory of assessment that relates benchmark assessments to the Georgia middle grades science Criterion Referenced Competency Test (CRCT) percentages, controlling for schools who do not administer benchmark assessments versus schools who do administer benchmark assessments for all middle school students including those enrolled in Special Education (SPED) and English to Speakers of other Languages (ESOL) programs across the state of Georgia. CRCT pass percentages were collected from fifteen schools that administered benchmark assessments and fifteen schools that did not administer benchmark assessments. The data was collected from The Governor’s Office of Achievement website. A t test was used to determine if there was a statistically significant difference between eighth grade science CRCT pass percentages of schools who administer benchmark assessments compared to those schools who did not administer benchmark assessments. The t test resulted in no statistically significant difference for the whole group and the SPED group; however, there was a statistically significant difference for the ESOL group with the non-benchmark mean being higher than the benchmark mean. Future research was recommended that included determining if a correlation exists between the number of assessments administered each year and standardized test scores, the impact ACCESS (Assessing Comprehension and Communication in English State-to-State) scores have on standardized test scores, the impact of English proficiency on standardized test scores, and determining if teachers who use data gained from benchmarks have a positive impact on standardized test scores compared to those teachers who do not use the data obtained from benchmark assessments to drive their instruction.

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