國立虎尾科技大學 |

The Potential Relationships Between Utilizing Quarterly Assessments for Assessing Adolescents' English Skills as a Predictive Indicator of Students English Language Arts Regents Scores.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Potential Relationships Between Utilizing Quarterly Assessments for Assessing Adolescents' English Skills as a Predictive Indicator of Students English Language Arts Regents Scores./
作者:	Aracena, Tyler John.
面頁冊數:	1 online resource (89 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798383190005

The Potential Relationships Between Utilizing Quarterly Assessments for Assessing Adolescents' English Skills as a Predictive Indicator of Students English Language Arts Regents Scores.
Aracena, Tyler John.

The Potential Relationships Between Utilizing Quarterly Assessments for Assessing Adolescents' English Skills as a Predictive Indicator of Students English Language Arts Regents Scores. - 1 online resource (89 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2024.

Includes bibliographical references

This quantitative research study aimed to evaluate the effectiveness of quarterly assessments administered quarterly to students in a large school district in the northeastern United States and their impact on students' subject-specific corresponding Regents Examination Scores. The study aims to determine if a correlational relationship exists between the independent variable, students' scores on quarterly assessments, and the effect on the dependent variable, students' scores on the English Language Arts Regents examination. The conceptual framework supports this research, whereas a model represents the theory that the independent variable impacts the dependent variable. This research is grounded in a critique of the practices and structural implementation of "high-stakes testing" as required by the Federal Law No Child Left Behind and the research done by Peter Taubman. This study is essential in ascertaining whether the implementation of quarterly assessments as a protocol within a school district is preparing students for the expectations of their high-stakes Regents Examinations. Student assessment scores and data were collected from 50 students from the 2021-2022 academic year. The insights from this study ultimately illustrated a positive correlational relationship between the student's scores on the quarterly assessments and their scores on the English Language Arts Regents. There is sufficient evidence in the data that suggests that students whose scores increase on the quarterly examinations over time (Q1, Q2) are likely to obtain a higher Regents Examination score. It further highlighted that SPSS was used to analyze the assessment data and displayed scatterplot and frequency histograms. This study addresses a gap within the literature, precisely the gap within the practice of utilizing quarterly assessments, either subject-wide or school-wide and their effectiveness in preparing students for their required state and local assessments. The results of this study suggest that educators conduct similar studies with similar assessment scores across various subject areas to reaffirm the data gathered because of this study.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798383190005Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

AdolescentsIndex Terms--Genre/Form:

554714
Electronic books.

The Potential Relationships Between Utilizing Quarterly Assessments for Assessing Adolescents' English Skills as a Predictive Indicator of Students English Language Arts Regents Scores.
LDR:03711ntm a22004217 4500 001 1150470
005 20241028051458.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798383190005
035 $a (MiAaPQ)AAI31146460
035 $a AAI31146460
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Aracena, Tyler John. $3 1476957
245 1 4 $a The Potential Relationships Between Utilizing Quarterly Assessments for Assessing Adolescents' English Skills as a Predictive Indicator of Students English Language Arts Regents Scores.
264 0 $c 2024
300 $a 1 online resource (89 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
500 $a Advisor: Blake, Brett E.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2024.
504 $a Includes bibliographical references
520 $a This quantitative research study aimed to evaluate the effectiveness of quarterly assessments administered quarterly to students in a large school district in the northeastern United States and their impact on students' subject-specific corresponding Regents Examination Scores. The study aims to determine if a correlational relationship exists between the independent variable, students' scores on quarterly assessments, and the effect on the dependent variable, students' scores on the English Language Arts Regents examination. The conceptual framework supports this research, whereas a model represents the theory that the independent variable impacts the dependent variable. This research is grounded in a critique of the practices and structural implementation of "high-stakes testing" as required by the Federal Law No Child Left Behind and the research done by Peter Taubman. This study is essential in ascertaining whether the implementation of quarterly assessments as a protocol within a school district is preparing students for the expectations of their high-stakes Regents Examinations. Student assessment scores and data were collected from 50 students from the 2021-2022 academic year. The insights from this study ultimately illustrated a positive correlational relationship between the student's scores on the quarterly assessments and their scores on the English Language Arts Regents. There is sufficient evidence in the data that suggests that students whose scores increase on the quarterly examinations over time (Q1, Q2) are likely to obtain a higher Regents Examination score. It further highlighted that SPSS was used to analyze the assessment data and displayed scatterplot and frequency histograms. This study addresses a gap within the literature, precisely the gap within the practice of utilizing quarterly assessments, either subject-wide or school-wide and their effectiveness in preparing students for their required state and local assessments. The results of this study suggest that educators conduct similar studies with similar assessment scores across various subject areas to reaffirm the data gathered because of this study.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Education. $3 555912
650 4 $a Educational tests & measurements. $3 1180442
650 4 $a Higher education. $3 1148448
650 4 $a Language arts. $3 556677
653 $a Adolescents
653 $a High school students
653 $a Positive correlation
653 $a Quarterly assessments
653 $a Regents preparation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0515
690 $a 0288
690 $a 0279
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York). $b SOE Department of Education Specialties. $3 1413428
773 0 $t Dissertations Abstracts International $g 86-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31146460 $z click for full text (PQDT)