Participation and Performance on Paper- and Computer-Based Low-Stakes Assessments

High-stakes assessments, such the Graduate Records Examination, have transitioned from paper to computer administration. Low-stakes Research-Based Assessments (RBAs), such as the Force Concept Inventory, have only recently begun this transition to computer administration with online services. These online services can simplify administering, scoring, and interpreting assessments, thereby reducing barriers to instructors' use of RBAs. By supporting instructors' objective assessment of the efficacy of their courses, these services can stimulate instructors to transform their courses to improve student outcomes. We investigate the extent to which RBAs administered outside of class with the online Learning About STEM Student Outcomes (LASSO) platform provide equivalent data to tests administered on paper in class, in terms of both student participation and performance. We use an experimental design to investigate the differences between these two assessment conditions with 1,310 students in 25 sections of 3 college physics courses spanning 2 semesters. Analysis conducted using Hierarchical Linear Models indicates that student performance on low-stakes RBAs is equivalent for online (out-of-class) and paper-and-pencil (in-class) administrations. The models also show differences in participation rates across assessment conditions and student grades, but that instructors can achieve participation rates with online assessments equivalent to paper assessments by offering students credit for participating and by providing multiple reminders to complete the assessment. We conclude that online out-of-class administration of RBAs can save class and instructor time while providing participation rates and performance results equivalent to in-class paper-and-pencil tests

Squaring the circle: a new alternative to alternative-assessment

Many quality assurance systems rely on high-stakes assessment for course certification. Such methods are not as objective as they might appear; they can have detrimental effects on student motivation and may lack relevance to the needs of degree courses increasingly oriented to vocational utility. Alternative assessment methods can show greater formative and motivational value for students but are not well suited to the demands of course certification. The widespread use of virtual learning environments and electronic portfolios generates substantial learner activity data to enable new ways of monitoring and assessing students through Learning Analytics. These emerging practices have the potential to square the circle by generating objective, summative reports for course certification while at the same time providing formative assessment to personalise the student experience. This paper introduces conceptual models of assessment to explore how traditional reliance on numbers and grades might be displaced by new forms of evidence-intensive student profiling and engagement

Value-Added Modeling for Teacher Effectiveness

[Excerpt] This report addresses issues associated with the evaluation of teacher effectiveness based on student growth in achievement. It focuses specifically on a method of evaluation referred to as value-added modeling (VAM). Although there are other methods for assessing teacher effectiveness, in the last decade, VAM has garnered increasing attention in education research and policy due to its promise as a more objective method of evaluation. The first section of this report describes what constitutes a VAM approach and how it estimates the so-called “teacher effect.” The second section identifies the components necessary to conduct VAM in education settings. Third, the report discusses current applications of VAM at the state and school district levels and what the research on these applications says about this method of evaluation. The fourth section of the report explains some of the implications these applications have for large-scale implementation of VAM. Finally, the report describes some of the federal policy options that might arise as Congress considers legislative action around these or related issues

Exploring Perceptions of Math Instructional Practices in Preparation for High-Stakes Testing

In all things, I give my God glory; He is my strength and comforter. To my mom, thank you for giving me life and choosing to love me relentlessly. You are, to me, an inspiration and a warrior for Christ. To my mother-in-law, my first classroom teacher, completing this project could not have happened without you. Its success is just as much yours as it is mine. Thank you for giving me my best friend and biggest supporter. To my Joe, the wind beneath my wings and protector of my heart, you have been with me through every season of my life from our earliest years and beyond. I don’t know why God saw me fit to deserve such a strong and loving man, but I thank Him every day for you. Thank you for always knowing exactly when to stand in front of me and behind me and hand-in-hand beside me. To my Grant Green, you are my greatest gift of love from God. You are the light of my life. Always remember how much dad and I love you. Every day, you make us so proud. I can’t wait to see what God has in store for you. Thank you to Dr. Wisdom for the leadership and direction you have continuously provided through this project. In summer 2018, God put you in my path. Blessed by your patience and guidance, I returned to finish something abandoned and am forever indebted to you. Thank you to Dr. Caffey and Dr. Vest for serving as committee members. I am grateful for your generosity of time and commitment to helping me complete this project. Thank you for the path you paved to my dad, my father-in-law, Granny Edna and Uncle Lynn, Grandpa Windy, and all the grandmas and grandpas that have gone before me. To all my family near and far, you are a piece of my life’s puzzle, and I thank you for completing me. And to Grandpa Dan, the Senator, I burnt the midnight oil. I hope its glow was bright enough for you to see from Heaven

Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools

Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in language arts and mathematics are being held accountable for standardized assessment results in their end-of-year, summative evaluations. The development of curriculum and delivery of instruction is being impacted and, most specifically, revised and paced according to skills required to demonstrate levels of proficiency on standardized assessments. No Child Left Behind (2001) changed the game for teachers and started the mandate of placing teacher accountability and evaluation on high-stakes tests. However, it was difficult to place a federal mandate on test scores when states were taking different assessments and working with different standards for proficiency. Common Core Curriculum Standards (2010) attempted to formalize national standards and presented PARCC as the national standard for assessment. Race to the Top provided states monetary rewards for adopting Common Core Curriculum Standards and for entering into the PARCC Consortium. Grades 3-8 language arts and mathematics teachers in New Jersey currently teach under a mandate that ties 30% of their end-of-year, summative evaluations to standardized assessment results. This is known in New Jersey as a Student Growth Percentile (SGP). This mandate holds teachers directly accountable for high-stakes testing outcomes. This does not take into consideration many of the proven factors that dictate academic performance and proficiency, such as socioeconomic status, limited English proficiency, and transience of students. Teachers are under pressure to make sure their students know the skills required for PARCC and to analyze growth and progress throughout the school year. This can get in the way of creativity in delivering lessons and has the potential to narrow the curriculum to only skills required for standardized assessment proficiency. PARCC also changed the way in which standardized assessments are administered to students. It delivered the assessments to students through computer software for the first time. This placed a burden on teachers to make sure their students were proficient in typing skills and other technology skills necessary to navigate through a timed, computerized assessment. This study examined whether or not instructional time is being taken away from language arts and mathematics instruction to ensure technology proficiency required to navigate through a computer-based standardized assessment. It is important to examine perceptions of language arts and math teachers who are objectively held accountable for standardized assessment results. Specifically, the researcher examined any effects on the development of curriculum and delivery of instruction in a middle school setting. This study also examined any time spent away from teaching language arts and mathematics skills in order to ensure technology tools necessary to take a computerized assessment are learned

Struggling and juggling: a comparison of assessment loads in research and teaching-intensive universities

In spite of the rising tide of metrics in UK higher education, there has been scant attention paid to assessment loads, when evidence demonstrates that heavy demands lead to surface learning. Our study seeks to redress the situation by defining assessment loads and comparing them across research-and teaching intensive universities. We clarify the concept of ‘assessment load’ in response to findings about high volumes of summative assessment on modular degrees. We define assessment load across whole undergraduate degrees, according to four measures: the volume of summative assessment; volume of formative assessment; proportion of examinations to coursework; number of different varieties of assessment. All four factors contribute to the weight of an assessment load, and influence students’ approaches to learning. Our research compares programme assessment data from 73 programmes in 14 UK universities, across two institutional categories. Research-intensives have higher summative assessment loads and a greater proportion of examinations; teaching-intensives have higher varieties of assessment. Formative assessment does not differ significantly across both university groups. These findings pose particular challenges for students in different parts of the sector. Our study questions the wisdom that ‘more’ is always better, proposing that lighter assessment loads may make room for ‘slow’ and deep learning

Southeastern High School Teachers\u27 Perceptions and Experiences in Preparing Students for Required Standardized Testing

The reauthorized No Child Left Behind requirement for annual state-mandated student examinations led some teachers to believe that they must teach solely for test preparation. This case study explored teachers\u27 perceptions of preparing students for the state-mandated tests at an economically disadvantaged high school in the southeastern United States. Ten teachers were interviewed to understand their perceptions of \u27teaching to the test,\u27 feelings of pressure and stress, motivation to teach, and recommendations for integration of creative teaching strategies. The researcher collected demographic data, such as gender, grades taught, and subjects taught, and manually calculated frequencies and percentages. With an electronic software program for qualitative data management, the researcher analyzed the data manually by iterative review of the interview transcripts for codes and themes. Teachers\u27 perceptions of standardized test preparation were both positive and negative. Preparation fostered discipline and content mastery but inhibited teacher creativity and stressed students. Teachers experienced pressure and stress with unhealthy physical reactions, lack of competence, and responsibility to students. Teachers\u27 motivations were both positive and negative. Some experienced increased self-efficacy, and other experienced decreased motivation; commitment to students; and inadequate institutional support. Teachers recommended incorporation of creative teaching strategies and professional development (PD) programs. Findings led to a PD for addressing the problems and creative strategies (e.g., reciprocal teaching, graphic organizers). Findings may help teachers reduce negative feelings toward standardized test preparation and use innovative strategies for students\u27 more effective learning

Improving Students\u27 Scores on the Georgia End of Course Assessment for Biology

The purpose of this applied study is to solve the problem of underperforming student test scores on the End of Course Biology assessment for high school students at an alternative school in Georgia, and to formulate a solution to address the problem. A multi-method design will be used consisting of both qualitative and quantitative approaches. The first approach will be structured interviews with the administration. The second approach will be focus groups with teachers. The third approach will analyze quantitative data from student surveys. The results may provide insight into an underlying problem in underperforming scores on the End of Course Biology assessment. Furthermore, an instructional intervention may be suggested and implemented to improve scores based on the consensus of students’ needs