Date of Award

1-1-2019

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (xiii, 190 pages) : illustrations.

Dissertation/Thesis Chair

Deborah Kundert

Committee Members

Dean Spaulding, Bruce Saddler, Callen Kostelnik

Keywords

Academic screening, i-Ready, Middle school, Program evaluation, Response to Intervention, RM-MANOVA, Educational evaluation, Educational tests and measurements, Mathematics, Reading (Middle school), Response to intervention (Learning disabled children)

Subject Categories

Education | Educational Psychology | Special Education and Teaching

Abstract

Assessment is a powerful tool that can be utilized to enhance teaching and learning. Within a response-to-intervention (RtI) framework, data collected via assessment are used to measure student proficiency, track progress, and subsequently align instruction with student learning needs. The purpose of this program evaluation was to explore the use of a computer-adaptive testing (CAT) measure, i-Ready Diagnostic, as part of a rural middle school’s assessment process, within an RtI model. This program evaluation sought to gather evidence regarding the ability of different i-Ready reading and math measures, administered in the fall, winter, and spring, to predict student performance on end-of-the-year high-stakes tests (NYS ELA and Math exams). In addition, this evaluation examined the variability in student performance on i-Ready measures based on demographic characteristics, including grade, gender, socio-economic status, ethnicity, and educational program. The evaluation was conducted using archival student data from the 2016-2017 school year and analyzed using multivariate statistical methods.

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