Doctor of Education (Ed.D.) Dissertations

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Browsing Doctor of Education (Ed.D.) Dissertations by Subject "Assessment"

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    The Relationship Between English End of Course Tests and ACT Scores in Upper East Tennessee
    (2019-12-11) Colley, Natasha; Hilton-Prillhart, Angela
    High school students lack the reading skills needed for college and career. This has been a trend at the national level for more than a decade, and it proves to be a trend in Tennessee as well. ACT and Tennessee EOC scores indicate students are failing to reach college and career readiness benchmarks even though both tests are founded in standards with “College and Career Ready” goals. The ACT reported text complexity as the most significant indicator of college and career readiness. Other studies indicate that higher level reading skills plan a significant role in understanding texts across disciplines. Additionally, researchers suggest skills used in reading closely reflect skills used for writing. Therefore, this study examined the relationship between English 9 and 10 EOC scores with composite, reading, English, and science ACT scores. This study also examined the relationship between the English EOC writing categories with composite, reading, English, and science ACT scores. It was found that English 10 EOC scores were the strongest predictor of composite, reading, English, and science ACT scores. It was also found that the English 10 Language writing category was the strongest predictor of composite, reading, English, and science ACT scores.
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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.