Current Search: Electronic Theses & Dissertations (x) » Clark, Mason M. (x) » eng (x)
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Title
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An analysis of the predictive validity of the FCAT success probability of the Florida assessments of instruction in reading.
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Creator
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Clark, Mason M.
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Abstract / Description
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In this paper, the researcher explored published evidence of predictive validity for the Florida Assessments of Instruction in Reading (FAlR) as it pertains to subsequent proficiency on the Florida Comprehensive Assessment Test (FCAT) in reading for middle school students within the pm1icipating school district. The Florida Center for Reading Research (FCRR) (2009) has published moderate correlations between the risk status designation of the FAIR and subsequent FCAT reading proficiency. This...
Show moreIn this paper, the researcher explored published evidence of predictive validity for the Florida Assessments of Instruction in Reading (FAlR) as it pertains to subsequent proficiency on the Florida Comprehensive Assessment Test (FCAT) in reading for middle school students within the pm1icipating school district. The Florida Center for Reading Research (FCRR) (2009) has published moderate correlations between the risk status designation of the FAIR and subsequent FCAT reading proficiency. This study examined that relationship with a large (n=8477) sample of middle school students within one school district. Analysis with logistic regression identified a significant. predictive relationship for students within the sample. Additionally. the researcher performed linear regression analyses on the FCAT Success Probability (FSP) metric of the FAIR and subsequent FCAT reading scale scores and identified a significant predictive relationship between FSP and FCAT reading scale scores. Combining a student's risk status and raw FSP may hold promise in increasing the predictive power of the FAIR. The researcher also recommends additional research into the change in risk status across assessment periods in order to quantify the effectiveness of classroom interventions and thereby better evaluate the predictive power of the FAIR.
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Date Issued
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2011
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Identifier
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fgcu_ETD_0457
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Format
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Document (PDF)
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Title
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Improving the predictive validity of the Florida assessments for instruction in reading.
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Creator
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Clark, Mason M.
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Abstract / Description
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In this paper, I focused upon improving the predictive validity of the Florida Assessments for Instruction in Reading (FAIR) as it pertains to subsequent proficiency on the Florida Comprehensive Assessment Test (FCAT) in reading for middle school students within a participating school district. The Florida Center for Reading Research (FCRR) (2009) has published moderate correlations between the risk status designation of the FAIR and subsequent FCAT reading proficiency. I supported these...
Show moreIn this paper, I focused upon improving the predictive validity of the Florida Assessments for Instruction in Reading (FAIR) as it pertains to subsequent proficiency on the Florida Comprehensive Assessment Test (FCAT) in reading for middle school students within a participating school district. The Florida Center for Reading Research (FCRR) (2009) has published moderate correlations between the risk status designation of the FAIR and subsequent FCAT reading proficiency. I supported these conclusions in my previous research (Clark, 2011). This study sought to improve the practical significance of the predictive relationship by identifying candidate variables for addition into the predictive model. I analyzed three years of middle school data from a participating school district with an exploratory logistic regression and identified 6 significant predictors from among 33 candidate variables. The predictors included three years of prior FCAT reading levels, the reading comprehension and Maze percentiles from the first FAIR assessment periods, and reading comprehension percentile from the second assessment period. The resultant experimental model predicted subsequent FCA T reading proficiency significantly better than the control model for the 2009-201 0 and 2010-2011 years. The experimental model was also a significant predictor of FCA T reading proficiency in 2011-2012, a school year without released risk-status data. I concluded with a discussion about the appropriateness of the FAIR as a progress monitoring tool and presented an alternative procedure for predicting reading success as Florida transitions into the new assessments accompanying the Common Core State Standards.
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Date Issued
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2013
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Identifier
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fgcu_ETD_0460
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Format
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Document (PDF)
