Date
10-2016
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Michelle Barthlow
Keywords
Constructed Response, High School, High-StakesTtesting, Multiple Choice
Disciplines
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Educational Psychology | Other Education
Recommended Citation
Hise, Natalie, "The Relationship Between Test Scores on Multiple Choice High-Stakes Tests and High-Stakes Tests that Include Constructed Responses" (2016). Doctoral Dissertations and Projects. 1294.
https://digitalcommons.liberty.edu/doctoral/1294
Abstract
This study examines the relationship between the test scores of Georgia high school students on the multiple choice End-of-Course Test (EOCT) and the Georgia Milestones End of Course (GAMEOC) test, which include constructed response. The study is a non-experimental correlational study that uses ex post facto data. Scores were examined from an urban high school in Georgia, using the Coordinate Algebra and Analytic Geometry scores from the 2013-14 EOCT tests and 2014-15 GAMEOC tests. Scores were collected from the district office of the sample school with a sample size of 2702 test scores and then analyzed using a point biserial test to test for a relationship between test scores. The results of the statistical tests showed that students perform better on the multiple choice EOCT test than on the GAMEOC test that includes constructed responses. Special education students performed better on the multiple choice test at a higher level than general education students.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Educational Psychology Commons, Other Education Commons
