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Educational tests & measurements
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- Description:
- This study collected teacher perspectives on the impact of mandated high-stakes online testing to identify current needs for teachers and students regarding the development of student technology skills for such assessments. Participants included 41 teachers who instruct students in 3rd, 4th, or 5th grade in any capacity from ten school districts in central New Jersey. A mixed-methods design provided data in the form of an online survey complemented by interviews with nine teachers from online survey participants. No teachers feel that all their students have mastered any of the skills pertinent to high-stakes online testing. Forty-three percent of all participants still feel that fewer than half of their students are prepared to demonstrate what they know in high-stakes online assessment platforms. This finding is critical because even though it has been 5 years since the initial mandate, this testing platform necessitates both students and teachers develop technology skills and classroom integrated practices needed to allow students to utilize the testing platform in high-stakes mandated assessments tacitly. Teachers felt that many, if not all, students still need to develop skills, including keyboarding, typing math expressions, reading online text, and writing online. Teachers feel that there is a need for time to engage in technology professional development. The preferred venue choice is participating in a presentation/workshop with an in district mentor/coach available after the presentation. It is understood that technology is not going away, and beginner technology skills are not inherent. Young students need to be taught these skills the same way they are taught skills with paper and pencil before applying them. Individual school districts need to work together to identify and plan for the best way to integrate the technology skills development of students, especially those with special needs, across all content areas.
- Keyword:
- Suburban Elementary, Examination, Technology Skills, Mandated Online Testing, and Educational tests & measurements
- Subject:
- Education
- Creator:
- Terranova, Cynthia
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 01/04/2022
- Date Modified:
- 11/16/2023
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
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- Keyword:
- Teachers, Formative Assessments, Educational philosophy , Educational tests & measurements, Science education , and Likert-scale survey
- Subject:
- Education
- Creator:
- Nadler, Vickki
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 10/28/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation
-
- Description:
- Cognitive measures, such as ability tests, placement tests, and final grade point averages, have been the metrics traditionally used to determine students’ placement and to predict success in mathematics ability-level courses. However, there is growing evidence that non-cognitive traits, such as grit (2016) and a mindset (2006), challenge educators to consider the validity of adding measures of students’ attitudes toward learning as non-cognitive predictors of their success in mathematics. The purpose of this mixed-methods study was to explore the relationships between cognitive and non-cognitive predictive measures of fifth-grade students in order to create an alternate formula for refining the placement process, enhance their academic success in sixth-grade mathematics, and capture the students’ voices to better understand their struggles and successes in mathematics. For this mixed methods study, data were collected quantitatively and qualitatively. Specifically, the fifth-grade students completed two surveys, the Grit-S survey and a Mindset survey, to measure two non-cognitive domains. Three cognitive measures were considered for the fifth-grade students: their Math 6 Placement Test scores, their Math 5 GPAs, and their grade 4 CogAT 7 scores. To collect students’ definitions of success in mathematics, the study concluded with interviews prompted by open-ended questions designed to solicit greater insight into students’ understandings of their own successes and challenges in mathematics. These quantitative and qualitative data revealed that developing formulas that included all five independent variables’ non-cognitive and cognitive measures would be more effective than the district’s present “cognitive only” approach for determining students’ placement into sixth grade mathematics. The researcher identified the non-cognitive skill of grit as an important factor when predicting Math 6 Accelerated results. Students’ responses indicated that they dedicated over three and a half years to their favorite activity, a finding that confirms Duckworth’s (2016) research on strategies for developing an individual’s passion, persistence, and resilience. In the interviews, students revealed an emphasis placed on speed in mathematics. If the students were fast, then they believed they were good at math. However, if they were not fast, they believed that they were not good at math, which could lead to math anxiety (Boaler, 2015). The students’ beliefs in their abilities to learn and understand mathematics was supported by their interview responses. Their positive attitudinal responses suggested a growth mindset, and negative attitudinal responses echoed a fixed mindset (Dweck, 2006). The students shared that, when they faced a challenge in math, they used positive behavioral learning strategies, both individual and interpersonal, that allowed them to persevere while struggling with math concepts. Together, these strategies confirmed the research of Dweck (2006), Boaler (2015), and Duckworth (2016). The students articulated that they enjoyed learning mathematics when the lessons were active and hands-on, and when they searched for patterns through problem solving, which confirms Boaler’s (2015) argument that a constructivist pedagogical approach to teaching mathematics engages and deepens students’ learning and conceptual understanding.
- Keyword:
- Educational leadership, Middle school education, Educational tests & measurements, Mathematics, Cognitive, Grit survey, and Mindset survey
- Subject:
- Education
- Creator:
- Miller, Charles R
- Owner:
- skushner@saintpeters.edu
- Publisher:
- Saint Peter's University
- Date Uploaded:
- 12/22/2021
- Date Modified:
- 02/01/2024
- Rights Statement:
- In Copyright - Educational Use Permitted
- Resource Type:
- Dissertation