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The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling
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Author(s): Aryn C. Karpinski (Kent State University, USA), Jerome V. D'Agostino (The Ohio State University, USA), Anne-Evan K. Williams (Billings Middle School, USA), Sue Ann Highland (Grand Canyon University, USA)and Jennifer A. Mellott (Kent State University, USA)
Copyright: 2018
Pages: 10
Source title:
Encyclopedia of Information Science and Technology, Fourth Edition
Source Author(s)/Editor(s): Mehdi Khosrow-Pour, D.B.A. (Information Resources Management Association, USA)
DOI: 10.4018/978-1-5225-2255-3.ch450
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Abstract
The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across elementary, middle, and high school from 2004/2005 to 2009/2010. The following research question was addressed: (1) What is the relationship between online formative assessment score growth and state test score growth? Two-Level Time-Varying Covariate Growth Models were used. The results indicated that gains in online formative assessment scores over time covaried significantly and positively with state test score gains. Although causal inference is limited, the demonstrated relationship can provide teachers/administrators with evidence of the benefits of technology-based formative assessment practices. This relationship is reassuring given the number of educators who are using technology-based and/or online teaching tools in the classroom, and the number of administrators who are seeking to increase the use of technology as a learning tool in their schools.
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