Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
John W. Billings
Committee Member
Barbara Packer
Committee Member
Maryellen Maher
Keywords
assessment, computer-assisted instruction, criterion-referenced tests, educational software, elementary schools, grade 4, mathematics, mathematics achievement, mathematics instruction, open-ended assessment, open-response assessment, qualitative mathematics, research-based instruction, staff development, state-mandated testing, student achievement, teacher training, textbook-based assessment, test-taking skills
Abstract
This applied dissertation was designed to improve 4th-grade students’ achievement on district- and state-mandated assessments. The students had demonstrated through testing that they had difficulties with open-response test format. The students had no previous experience with this type of assessment, nor had they any instruction in how to approach taking this type of assessment. Faculty members were not trained in and unaware of the use of open-response assessment models on newly developed, state-mandated mathematics tests. Faculty members were unaware that a lack of instruction in such assessment models would adversely affect student scores.
The writer was assigned to instruct 3 mathematics classes on Grade Level 4 in the host school. Students were randomly assigned to each of the 3 sections. Two of 3 sections were randomly designated as control groups. The 3rd section of students was introduced to alternative, research-based instruction in qualitative mathematics and corresponding open-ended assessments to determine whether such instruction would increase student achievement on state-mandated tests. This instruction and assessment corresponded to changes in the state-mandated testing. The students in the 3rd section were also introduced to instruction in computer mathematics educational software.
In order to facilitate substantive and sustained change in mathematics instruction at the host school, the writer also began a staff development program for teachers on other grade levels. With the consent of the host school principal and the district’s curriculum director, the staff development series trained teachers in the use of research-based, qualitative mathematics instruction and corresponding open-ended assessments.
Student mathematical achievement on teacher-made, open-response test items increased during the implementation of this applied dissertation. All students were successful in achieving predicted levels of competencies on the textbook publisher’s end-of-year test. Though student performance levels on the state-mandated, criterion-referenced testing were not raised to the degree of significance that was initially anticipated, gains were recorded.