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ERIC Number: ED528590
Record Type: Non-Journal
Publication Date: 2009
Pages: 81
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1094-2068-5
ISSN: N/A
A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts
Williams, Tina R.
ProQuest LLC, Ed.D. Dissertation, Union University
The approach of high-stakes testing and accountability of student learning has resulted in an increase of ongoing assessments and continual instructional adjustments by teachers to achieve maximum student performance on standardized tests. According to Black and Wiliam (1998a), formative assessments can produce significant learning gains by offering specific feedback on desired learning targets and an understanding of specific steps to improve. To equip educators with data to drive instruction, many state departments of education across the United States have purchased formative assessment programs. Similarly, the Tennessee State Department of Education implemented a scientifically-based formative assessment program through the Princeton Review K-12 Services (The Princeton Review, 2005). The purpose of this study was to determine the predictability of fifth grade student proficiency on the Tennessee Comprehensive Assessment Program (TCAP) Reading/Language Arts scores based on the Tennessee Formative Assessment Program (TFAP) Reading/Language Arts scores. The sample consisted of 375 student Tennessee Formative Assessment Program (TFAP) scores paralleled with their Tennessee Comprehensive Assessment Program (TCAP) tests scores. A multiple linear regression revealed that TFAP is a predictor of TCAP (R square value = 0.523). Secondly, 22 teachers completed a seven question survey on how TFAP data was utilized to adapt instruction. Teacher surveys revealed that 77.3% of educators vi used TFAP data to adapt classroom instruction. Finally, implications of the research and recommendations are discussed. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee