Predictors of Student Performance in Grades 7 and 8 Mathematics: the Correlation Between Benchmark Tests and Performance on the Texas Assessment of Knowledge and Skills (Taks) Math Tests

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

Fall 2012

Abstract

School districts throughout Texas have used archived Texas Assessment of Knowledge and Skills (TAKS) tests as a benchmark to predict student performance on future TAKS tests without substantial quantitative evidence that these types of benchmark tests are valid predictors of student performance. The purpose of this quantitative correlational study was to determine the potential relationship between this benchmark test system and student performance on the TAKS test in mathematics among seventh and eighth grade students attending three middle schools located in north Texas. An analysis of 1,560 seventh and eighth grade student test scores determined that various significant levels of correlation between student performance on the benchmark test and TAKS test existed among four performance groups: (a) all testers, (b) low performance, (c) middle performance, and (d) high performance groups. In addition, passing rates among groups were examined to help determine if identifying students in need of intervention based on benchmark test scores is a valid practice. Results suggested that benchmark test scores used by the participating district were a moderate to strong indicator of how students would rank overall based on the TAKS test scores. Additionally, the vast majority of students who met standards on the benchmark tests were able to meet standards on the TAKS tests. However, for RTI purposes, benchmark tests scores were not accurately measuring what they are intended to measure, thus not valid indicators as measured by the TAKS.

Advisor

Wade Fish

Subject Categories

Education | Educational Administration and Supervision

Link to Full Text

Share

COinS