Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments
Author
Jackson, Derrick Anthony
Abstract
The problem of practice on which this study focused was the establishment of interim
assessments as a predictive tool and driver of formative assessment practices to improve student
performance. The initial phase of the study involved equipping educators with tools to
understand each student’s ability to be proficient on the EOG Assessment based on the previous
year’s EOG data. The next phase of the study used the predictive capacity of the i-Ready
Adaptive Diagnostic Assessment (Curriculum Associates, n.d.) to help identify how formative
assessment practices could be used to help students achieve that predicted score—which was, in
turn, anticipated to facilitate more students being proficient on the EOG Assessments at the end
of the school year. An additional focus of the study was to use the predictive value of the i
Ready Adaptive Diagnostic Assessment to reduce the number of students who lost their
proficiency rating from one year to the next. Phase One of the action research adopted here was
focused on identifying what formative assessment practices School F used the past three years.
The purpose of identifying those practices was so that they had the potential to be used in School
B. Part of this was to highlight the importance of understanding at what level of proficiency
students commenced the school year, and the development of a plan to ensure they either stayed
proficient or grew from being non-proficient to proficient. The aim of the action research phase
was to empower the teachers in School B to determine whether students made progress after
each administration of the i-Ready Adaptive Diagnostic Assessment. Related professional
development sessions equipped the teachers with an understanding of the predicted scores and
what interventions they had to implement to ensure students improved between each
administration of the i-Ready Adaptive Diagnostic Assessment—thereby ensuring students had
the greatest chance of being proficient on the EOG Assessment at the end of the school year.
Date
2019-07-08
Citation:
APA:
Jackson, Derrick Anthony.
(July 2019).
Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments
(Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/7435.)
MLA:
Jackson, Derrick Anthony.
Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments.
Doctoral Dissertation. East Carolina University,
July 2019. The Scholarship.
http://hdl.handle.net/10342/7435.
April 18, 2021.
Chicago:
Jackson, Derrick Anthony,
“Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments”
(Doctoral Dissertation., East Carolina University,
July 2019).
AMA:
Jackson, Derrick Anthony.
Interim Assessments as a Predictive Tool and Driver of Formative Assessment Practices to Improve Student Performance on State Assessments
[Doctoral Dissertation]. Greenville, NC: East Carolina University;
July 2019.
Collections
Publisher
East Carolina University
Related items
Showing items related by title, author, creator and subject.
-
Observational Play Assessment in Recreational Therapy (OPART): Applications for the Validation of Assessment in Recreational Therapy
Fox, Nicole Christine (East Carolina University, 2018-04-20)The need for standardized assessments in healthcare is rapidly growing as new discoveries are made. In the field of Recreational Therapy (RT), there are primarily agency specific developed assessments that have not yet ... -
Using a Household Food Inventory to Assess Food Variety and Availability Among Mothers in Residential Substance Abuse Recovery Programs
Gearhart, Kylie (East Carolina University, 2013)Obesity and substance abuse are two major public health issues in the United States, especially among low-income individuals. The United States Department of Health and Human Services has set forth the Dietary Guidelines, ... -
MEASURING PROGRAM EFFECTIVENESS : ASSESSMENT AND ACCOUNTABILITY IN A TWO-WAY IMMERSION PROGRAM
Borisoff, Ann Frances (East Carolina University, 2014)School districts across the country are implementing bilingual education models such as two-way immersion, also known as dual language programs. The goals of two-way immersion programs are to assist students to obtain high ...