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Recommendations to Solve the Problem of Low Test Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 850

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Student Name, 1971 University Boulevard, Lynchburg, VA 24515. Email: [email protected]

Literature Review

I. Overview

II. Narrative Review

a. Standardized Testing (Gallagher, 2021)

b. Characteristics of Standardized Tests (Christensen, 2018; Fran, 2018)

c. Ohio Educational Assessment for Science (Ohio Department of Education, 2019)

d. Strategies to Improve Standardized Test Scores (El-Banna et al., 2020; Stelund et al., 2017; Wijekumar et al., 2017)

i. Analyzing test data (Quester & Racino, 2017)

ii. Parental involvement (Ming et al., 2020; Xiong et al., 2021)

iii. Bubble students (Cole, 2022)

iv. Monitoring progress (Assel et al., 2020)

v. Instructional practices (Carter & Zucker, 2021)

e. Student Motivation (Ohio Department of Education, 2019)

f. Teacher Effectiveness (Stronge, 2018; DeMonte, 2019)

i. Teacher credentials (Teacher Certification Degrees, n.d.)

ii. Professional development (Fischer et al., 2018)

iii. New teachers (Fran, 2018)

iv. Class and school size (Thijs & Fleischmann, 2019)

v. Teacher attendance (Osmond et al., 2015)

vi. Substitute teacher qualifications (Davies, n.d.)

g. Instructional Resources (Yeboah et al., 2019)

III. Theoretical Framework

IV. Summary


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