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An Evaluation Study of Short Cycle Assessments: an Instructional Process

Lang, Susan Kay
http://rave.ohiolink.edu/etdc/view?acc_num=miami1146230136

Abstract Details

2006, Doctor of Education, Miami University, Educational Leadership.
This study evaluated the Literacy Curriculum Alignment Process (LCAP) to determine if the school districts that have adopted the process show improvement on measures for the Ohio Academic Content Standards after two years. The LCAP is defined as an intensive literacy-based professional development program. The process was developed to introduce principals and their leadership teams to an array of instructional tools including the backwards-building curriculum from standards, curriculum alignment, mapping, assessment practices, and data analysis protocols. The primary focus of the LCAP process is to work with professional learning communities to design a formative assessment program that monitors student progress towards the mastery of literacy and numeracy standards. This study examined the LCAP process utilizing an objectives based evaluation model. A series of questions were proposed and the achievement was gathered through both qualitative (proximate) and quantitative (distal) methods. The quantitative findings indicate an improvement on the Ohio standardized tests in fourth and sixth grades in 53 buildings of 20 Ohio public school districts. The qualitative data were generated through a series of questions posed to respondents in a survey through focus groups. Emergent themes were prevalent in the analysis of surveys, feedback forms, and focus groups. Themes included how teachers learn of standards and state tests; teacher perception for the rationale for the short cycle assessments and critical thinking; teachers’ and students’ preparation and anxiety level for the tests; instruction/curriculum changes due to test performance; teachers’ accounts of needing reflection and collaboration time; teacher perception of new educational initiatives with a short-term fix; and teacher utilization of data analysis. Several positive changes in perception regarding the teachers’ views of standard-based assessment were found.
Nelda Cambron-McCabe (Advisor)
107 p.
Short Cycle Assessments; Common Assessments; evaluation; curriculum and instruction; professional development; qualitative; quantitative; literacy

Recommended Citations

Citations

  • Lang, S. K. (2006). An Evaluation Study of Short Cycle Assessments: an Instructional Process [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1146230136

    APA Style (7th edition)

  • Lang, Susan. An Evaluation Study of Short Cycle Assessments: an Instructional Process. 2006. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1146230136.

    MLA Style (8th edition)

  • Lang, Susan. "An Evaluation Study of Short Cycle Assessments: an Instructional Process." Doctoral dissertation, Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=miami1146230136

    Chicago Manual of Style (17th edition)

miami1146230136
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© 2006, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.