Educational Administration, Department of

 

Date of this Version

6-2013

Citation

Payne, B. (2013). The nature and predictive validity of a benchmark assessment program in an American Indian school district. (Doctoral dissertation, University of Nebraska-Lincoln, 2013).

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration, Under the Supervision of Professor Jody Isernhagen. Lincoln, Nebraska: June, 2013

Copyright (c) 2013 Beverly J. R. Payne

Abstract

This mixed methods study explored the nature of a benchmark assessment program and how well the benchmark assessments predicted End-of-Grade (EOG) and End-of-Course (EOC) test scores in an American Indian school district. Five major themes were identified and used to develop a Dimensions of Benchmark Assessment Program Effectiveness model: Professional Development, Assessment Literacy, Data Literacy, Instructional Practice, and Program Effectiveness. The study found that Professional Development, Data Literacy, and overall Program Effectiveness were strengths of the district’s benchmark assessment program. Assessment Literacy and Instructional Practice were found to be weaker areas of the district’s program. Benchmark assessment scores correlated strongly with the EOG and EOC scores except in two areas. Benchmark assessment scores predicted EOG and EOC scores well.

Adviser: Jody Isernhagen

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