Date
6-19-2024
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Hoiwah Benny Fong
Keywords
civics, end-of-course exam, data-driven instruction, performance, success, teacher assessment, unintended consequences, progress monitoring exams
Disciplines
Education | Educational Assessment, Evaluation, and Research
Recommended Citation
Hamilton, David G., "Predicting Performance on a Social Studies Assessment: A Correlational Study" (2024). Doctoral Dissertations and Projects. 5735.
https://digitalcommons.liberty.edu/doctoral/5735
Abstract
This study seeks to determine the predictive relationship between the performance on a middle school Civics practice assessment and performance on the State of Florida Civics assessment. In the current public-school environment across the United States, using high-stakes assessments to measure student performance is the norm. This quantitative correlation study strives to determine if locally developed benchmark assessments accurately predict student achievement on school high-stakes social studies state-mandated assessments. Using post hoc data from 355 middle school students ranging from 12 to 14 years old from a suburban Central Florida charter school who were administered a computer-based Civics practice end-of-course assessment in late March with state testing settings. The 65-question instrument was scored, and the results indicate that 88% of the students passed with a 3 or higher on a 5-point Likert scale. The State of Florida Civics assessment was administered computer-based in May approximately 8 weeks after the practice assessment. This study utilized bivariate regression analysis due to its predictive nature application and was determined to be the best fit to determine the correlation between the predictor and criterion variables. The study found a statistically significant relationship between student performance on the practice EOC assessment and the state Civics EOC assessment. Recommendations for further research include replicating this study to additional schools and districts. There is an additional need for further research on the Florida middle grades science and U.S. history assessments to predict the relationship between student performance on practice science and U.S. history assessments and student performance on the state science assessment and the state U.S. history assessment.
