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AN ANALYSIS OF THE EFFECTS OF HIGH- AND LOW-STAKES TESTING ON STUDENT ACHIEVEMENT

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Date Issued:
2013
Summary:
With increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated testing programs in Alabama and grades earned in corresponding mathematics courses exist. Through regression analyses, it was determined that grades earned in mathematics classes are predictors of scores earned on the state-mandated tests. Additionally, in this study, the sample data revealed that student achievement did not increase as the individual consequences associated with the test increased. Rather, student achievement on the state-mandated tests was consistent with the overall mathematics achievement levels demonstrated in the classroom.
Title: AN ANALYSIS OF THE EFFECTS OF HIGH- AND LOW-STAKES TESTING ON STUDENT ACHIEVEMENT.
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Name(s): Mathis, Frankie Eubanks, Author
Type of Resource: text
Date Issued: 2013
Publisher: University of West Florida
Language(s): English
Summary: With increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated testing programs in Alabama and grades earned in corresponding mathematics courses exist. Through regression analyses, it was determined that grades earned in mathematics classes are predictors of scores earned on the state-mandated tests. Additionally, in this study, the sample data revealed that student achievement did not increase as the individual consequences associated with the test increased. Rather, student achievement on the state-mandated tests was consistent with the overall mathematics achievement levels demonstrated in the classroom.
Identifier: WFE0000342 (IID), uwf:61015 (fedora)
Note(s): 2012-12-15
Ed.D.
Department of Research and Advanced Studies
Doctorate
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000342
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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