Value-added assessment holds the promise of separating the effects of teachers and schools from non-educational factors in order to show large differences in effectiveness among teachers; however, the course grade is still widely used and is one of the most entrenched traditions in American education. The overarching question for this study: Is there a relationship between summative internal student assessment within the classroom (course grades) and external assessment through standardized testing (value-added scores)? Educators hope to see a strong, positive relationship between classroom assessment of learning and standardized test performance. The purpose of this study was to evaluate the relationship between course grades in both mathematics and English/Language Arts and value-added scores derived from standardized test scores from eighth and 10th grade students in one Midwestern school district during the 20082009 school year. A non-experimental, correlational research design was used in this quantitative study to determine if and to what degree, a relationship existed between the variables of value-added residual scores and course grades. Overall, all correlations were positive but weak and no real patterns were found in the overall results or among or between the quintiles. The strongest correlation in this study was in Quintile 1 for the eighth Grade OAT Reading (rs = 0.379) and the second was Quintile 5 of 10th Grade Reading (rs = 0.378). The weakest correlation in this study was Quintile 1 for 10th Grade OGT Reading ( rs = 0.047). The correlations from this study showed a positive (but weak) relationship compared to the strong, positive relationship from other studies by Darling-Hammond (2007), Dittmar (2005), and Johnson (2001), which examined the correlation of internal and external assessments, though not value-added. The lack of patterns in the results and weak correlations could have been impacted by the delimitations such as value-added methodology itself, the ability to generalize the results, and the scope of the study. This suggests the need for further studies. Recommendations for future studies could include: school districts replicating this study, correlating course grades and value-added scores by specific teachers, and further examining how different subgroups would perform in a similar study.
|Advisor:||Colburn, Bobbe Cummins|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/04, Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation, Middle School education, Secondary education|
|Keywords:||Accountability, Assessment, Grades, Standardized tests, Value-added scores|
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