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The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling

The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling

Aryn C. Karpinski, Jerome V. D'Agostino, Anne-Evan K. Williams, Sue Ann Highland, Jennifer A. Mellott
Copyright: © 2018 |Pages: 10
ISBN13: 9781522522553|ISBN10: 1522522557|EISBN13: 9781522522560
DOI: 10.4018/978-1-5225-2255-3.ch450
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MLA

Karpinski, Aryn C., et al. "The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling." Encyclopedia of Information Science and Technology, Fourth Edition, edited by Mehdi Khosrow-Pour, D.B.A., IGI Global, 2018, pp. 5183-5192. https://doi.org/10.4018/978-1-5225-2255-3.ch450

APA

Karpinski, A. C., D'Agostino, J. V., Williams, A. K., Highland, S. A., & Mellott, J. A. (2018). The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and Technology, Fourth Edition (pp. 5183-5192). IGI Global. https://doi.org/10.4018/978-1-5225-2255-3.ch450

Chicago

Karpinski, Aryn C., et al. "The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling." In Encyclopedia of Information Science and Technology, Fourth Edition, edited by Mehdi Khosrow-Pour, D.B.A., 5183-5192. Hershey, PA: IGI Global, 2018. https://doi.org/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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