NotesFAQContact Us
Search Tips
ERIC Number: ED546334
Record Type: Non-Journal
Publication Date: 2012
Pages: 76
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2676-2679-0
An Analysis of the Effects of High- and Low-Stakes Testing on Student Achievement
Mathis, Frankie Eubanks
ProQuest LLC, Ed.D. Dissertation, The University of West Florida
With increased emphasis on accountability, the use of low-stakes test data to make high-stakes decisions about program effectiveness is on the rise. In order to make valid inferences about what students know and can do, it is crucial to understand the consequences of low and high stakes in testing contexts. As a result, with a sample comprised of 49 eleventh grade students enrolled in Saraland High School, this study indicates that relationships between student performance on state-mandated testing programs in Alabama and grades earned in corresponding mathematics courses exist. Through regression analyses, it was determined that grades earned in mathematics classes are predictors of scores earned on the state-mandated tests. Additionally, in this study, the sample data revealed that student achievement did not increase as the individual consequences associated with the test increased. Rather, student achievement on the state-mandated tests was consistent with the overall mathematics achievement levels demonstrated in the classroom. [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: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama