This ex post facto, participatory action research study investigated the relationship between a criterion-referenced, inventory-based reading assessment and the standardized Third Grade Reading Ohio Achievement Assessment (OAA). The study, conducted in a suburban Ohio district where the Developmental Reading Assessment (DRA) has been used since 1998, was framed by Scriven's (1967) distinction between formative and summative evaluations of educational programs. Scores from a sample population of 2,395 students in 83 third grade classrooms for school years ending in 2008 through 2010 for the DRA in the spring of both second and third grades and the Reading OAA in the spring of third grade were examined. Bridging the gap between formative and summative assessments was explored to understand the effectiveness of the DRA as a predictive instrument and to determine whether it is differentially-related to students categorized as below, at, or above grade level on the DRA. The correlation and regression analyses of test scores revealed that both the second and third grade DRA scores were strong predictors of the Third Grade OAA raw scores, and each was a better predictor for students below grade level than for those at or above grade level. The results of the study suggest using the DRA as part of a formative feedback process at the end of second grade to identify students who may be at risk of failing the spring Third Grade Reading OAA in order to provide intervention.
|Advisor:||Huss, John, Wirtz, Paul|
|Commitee:||Dinkheller, Ann, Jones, Melissa|
|School:||Northern Kentucky University|
|School Location:||United States -- Kentucky|
|Source:||DAI-A 73/08(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Elementary education, Secondary education, Literacy, Reading instruction|
|Keywords:||Assessments, Developmental Reading Assessment, Feedback, Formative, Summative, Third Grade Reading Ohio Achievement Assessment|
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