Date of Award

2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor/Committee Member

Thomas Alsbury

Second Advisor/Committee Member

John Bond

Third Advisor/Committee Member

William Prenevost

Keywords

interim assessment, benchmark assessment, progress monitoring measure, curriculum-based assessment, standardized assessment

Abstract

Some experts and educators believe that learning to read is critical to success in and out of school (Lonigan & Phillips, 2015; Nation and Norbury, 2005; O’Connor & Klein, 2004). Schools, therefore, have the responsibility to ensure that all students become proficient readers, especially by the end of third grade, considered to be a pivotal year for literacy (Hernandez, 2011; Lesnick, Goerge, Smithgall, & Gwynne, 2010). Promoting literacy entails providing students with effective literacy instruction shaped and guided by timely, reliable, and meaningful assessment results. Assessment should inform instruction, which hopefully leads to student mastery of state mandated reading standards. This study was conducted to investigate the relationship between student performance on STAR Reading, a progress monitoring measure in third grade, and the Smarter Balanced Assessment in English Language Arts/Literacy, Washington State’s standardized test. The relationship between the Smarter Balanced Assessment scores and other variables such as student gender, Free and Reduced Lunch status, and Special Education status was also explored. A multiple methods research design that included Spearman’s rank-order correlation, hierarchical multiple regression, and standard multiple regression was utilized to answer the research questions presented in this study. Findings revealed a statistically significant relationship between STAR Reading and Smarter Balanced Assessment English Language Arts/Literacy scores. Of the three assessment periods for STAR Reading, spring had the strongest statistically significant relationship to the state standardized test compared to the fall and winter test administration periods. Additionally, a statistically significant relationship was measured between the Smarter Balanced Assessment scores and gender, Free and Reduced Lunch status, Special Education status, and STAR Reading scores. Further research is warranted to further explore the relationship between student performance on a reading progress monitoring measure and a state standardized exam.

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