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Examining secondary English learners’ formative and summative assessments
Dissertation   Open access

Examining secondary English learners’ formative and summative assessments

Allegra Janise Butler
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2023

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Abstract

This nonexperimental quantitative correlational study examined formative reading assessments (e.g., low-stakes, standards-based assessments) as predictors of achievement outcomes on a summative assessment (e.g., high-stakes, statewide assessment). I examined the accuracy levels of three formative assessment instruments for predicting secondary English learners’ (EL) performance in one public school district located in the Southeastern region of the United States. The study included three extant data sets (n = 300) for LevelSet, Reading Inventory, and InSight formative assessments and the paired Florida Standards Assessment for English Language Arts summative assessment. A Pearson’s correlation coefficient analysis of the data sets revealed three significant strong positive relationships between LevelSet (r = .565, p <.001), Reading Inventory (r = .697, p < .001), and InSight (r = .653, p < .001) and the paired Florida Standards Assessment for English Language Arts summative assessment. The results of this study indicated that the formative assessments were reliable indicators for predicting outcomes on the paired summative assessment for secondary EL students in a single research site. This effort specifically examined the quantitative relationships; it did not consider the causes or differences behind those relationships. I discuss the implications for future research replicating or expanding the scope and methods to examine the relationship between formative and summative assessments.
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