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ERIC Number: ED524234
Record Type: Non-Journal
Publication Date: 2010
Pages: 117
Abstractor: As Provided
ISBN: ISBN-978-1-1243-6069-0
Teachers' Perceptions of the Effectiveness of Benchmark Assessment Data to Predict Student Math Grades
Lewis, Lawanna M.
ProQuest LLC, Ed.D. Dissertation, Northcentral University
The purpose of this correlational quantitative study was to examine the extent to which teachers perceive the use of benchmark assessment data as effective; the extent to which the time spent teaching mathematics is associated with students' mathematics grades, and the extent to which the results of math benchmark assessment influence teachers' pedagogy. Participants were 67 grade school teachers who were administered a 5-point Likert scale assessment. Using descriptive statistics, the results of Research Question 1 showed that teachers agree that frequent use of benchmark assessment data is effective. A Pearson correlation was used with the data to answer Research Question 2 and indicated a positive correlation between instructional time and students' grades. A significant, positive correlation was found between average class mathematics grades and the number of hours teachers spend teaching mathematics per week, r (65) = 0.33, p less than 0.01. Students' class averages ranged from 70.36%-94.30%. Instructional time reflected a range from 30 minutes to 120 minutes. In answer to research Question 3, descriptive statistics revealed that teachers rated benchmark assessment data use as influential to their pedagogy because it helps to determine how they plan for instruction and instructional activities based on test results. The principal conclusion of the study indicated that teachers perceive that use of benchmark assessment data is effective in improving students' math grades, and it provides informative feedback to the local study site and beyond concerning teachers' perceptions of the effectiveness of benchmark data use. The results of this study correspond with previous research findings that show data use is effective and contributes to student mathematics achievement. It is recommended that teachers use assessment data to allocate sufficient time to teaching math. Based on teacher perceptions, data should be used to plan lessons effectively and to determine specific math skills where students need intervention in an effort to increase student achievement. Future research is recommended using qualitative research methods to analyze teacher use of assessment data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A