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An Evaluative Argument-Based Investigation Of Validity Evidence For The Utah Pre-Algebra Criterion-Referenced Test, Louise Richards Moulding
An Evaluative Argument-Based Investigation Of Validity Evidence For The Utah Pre-Algebra Criterion-Referenced Test, Louise Richards Moulding
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
This study collected evidence to address the assumptions underlying the use of the Utah Core Assessment to Pre-Algebra (UCAP) to (a) measure student achievement in pre-algebra, and (b) assist teachers in making adjustments to instruction. An evaluative argument was defined to guide the collection of evidence. Each of the assumptions in the evaluative argument was addressed using data from a suburban northern Utah school district. To collect the evidence, test content was examined including item match to course objectives, reliability, and subtest intercorrelations. Analyses of correlations of the UCAP with convergent and discriminant measures were completed using student test data …
Standardized Entrance Assessment In Kindergarten: A Qualitative Analysis Of The Experiences Of Teachers, Administrators, And Parents, Martha Taylor Dever, J. J. Barta
Standardized Entrance Assessment In Kindergarten: A Qualitative Analysis Of The Experiences Of Teachers, Administrators, And Parents, Martha Taylor Dever, J. J. Barta
Teacher Education and Leadership Faculty Publications
A brief narrative description of the journal article, document, or resource. This qualitative study examined experiences of teachers, parents, and administrators related to standardized kindergarten entrance assessment to identify strengths and weaknesses of standardized testing in kindergarten. Strengths emerging from the data included consistency of information with core curriculum, and the time and opportunity to begin parent-teacher dialogue. Weaknesses included the narrow scope of the information obtained. (Author/KB)