Browsing by Author "McAmis, Amy"

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    The Relationship Between iReady Diagnostic and Mock Interim Assessments on Grades 3-5 Student Performance on TCAP Scores
    (2022-04-19) McAmis, Amy; Kariuki, Patrick
    The purpose of this quantitative study was to examine the relationship between iReady Spring Diagnostic for Tennessee and Tennessee Mock Interim Assessment scores on students Grades 3- 5 Tennessee Comprehensive Assessment Program (TCAP) ELA and math scores. Participants included 995 students from seven elementary schools in an Upper East Tennessee school district who were administered the iReady Spring Diagnostic Assessments, the Tennessee Mock Interim Assessments, and TCA P TNReady tests for ELA and math in Grades 3-5 in the 2020-2021 school year. Six major research questions and their subset questions and the null hypotheses were analyzed using Pearson correlation coefficient and multiple linear regression. The results indicated a significant relationship between iReady Spring Diagnostic and TCAP TNReaady test scores in ELA and math for Grades 3-5. Similarly, there was a significant relationship between Mock Interim Assessment scores and TCAP TNReady test scores in ELA and math for Grades 3-5. Multiple linear regression test revealed that iReady Spring Diagnostic Assessments and Mock Interim Assessments were both significant predictors of TCAP TNReady test scores in ELA and math for Grades 3-5. However, iReady Spring Diagnostic Assessments were stronger predictors of ELA Grades 3-5 and math for Grades 3 and 5 than Mock Interim Assessments, while Mock Interim Assessments were stronger predictors of TCAP TNReady math test scores for Grade 4 than iReady Spring Diagnostic Assessments. The results suggest that both iReady Spring Diagnostic Assessments and Tennessee Mock Interim Assessments are useful formative assessment tools for ELA and math.