Chat with us, powered by LiveChat Can you answer this question ? | Gen Paper
+1(978)310-4246 credencewriters@gmail.com
  

1

LOW TEST SCORES

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


References

Assel, M. A., Montroy, J. J., Williams, J. M., Foster, M., Landry, S. H., Zucker, T., Crawford, A. Hyatt, H., & Bhavsar, V. (2020). Initial validation of a math progress monitoring measure for prekindergarten students. Journal of Psychoeducational Assessment, 38(8), 1014–1032. https://doi.org/10.1177/0734282920922078

Carter, B., & Zucker, S. (2021). Horizontal and vertical alignment [Policy Report]. Pearson. https://images.pearsonassessments.com/images/tmrs/tmrs_rg/HorizontalVerticalAlignment.pdfWT.mc_id=TMRS_Horizontal_and_Vertical_Alignment

Christensen, V. (2018, June 25). What makes a test standardized? The Classroom. https://www.theclassroom.com/test-standardized-6680561.html

Cole, R. W. (Ed.). (2022). Educating everybody’s children: Diverse teaching strategies for diverse learners (2nd ed.). ASCD.

Davies, R. (n.d.). 5 reasons your students misbehave for a substitute & how to prevent it. Differentiated Teaching. Retrieved January 10, 2022, from https://www.differentiatedteaching.com/why-students-misbehave-for-the-substitute/

DeMonte, J. (2019). A million new teachers are coming: Will they be ready to teach? American Institutes for Research. https://www.air.org/sites/default/files/downloads/report/Million-New-Teachers-Brief-deMonte-May-2015.pdf

El-Banna, M. M., Whitlow, M., & McNelis, A. M. (2020). Improving pharmacology standardized test and final examination scores through team-based learning. Nurse Educator, 45(1), 47–50. https://doi.org/10.1097/NNE.0000000000000671

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., Lawrenz, F., Levy, A. J., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide reform. Teaching and Teacher Education, 72, 107–121. https://doi.org/10.1016/j.tate.2018.02.011

Fran, B. B. (Ed). (2018). The SAGE encyclopedia of educational research, measurement, and evaluation. SAGE. https://doi.org/10.4135/9781506326139.n340

Gallagher, C. J. (2021). Reconciling a tradition of testing with a new learning paradigm. Educational Psychology Review, 15, 83–99. https://doi.org/10.1023/A:1021323509290

Ming, L., Lau, G. K., Tam, V. C.,Chiu, H.-M., Li, S. S., & Kuen-Fung, S. (2020). Parents’ impact on children’s school performance: Marital satisfaction, parental involvement, and mental health. Journal of Child and Family Studies, 29(6), 1548–1560. https://doi.org/10.1007.s10826-019-01655-7

Ohio Department of Education. (2019). Ohio’s learning standards and model curriculum: Science. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Science/Ohios-Learning-Standards-and-MC/SciFinalStandardsMC060719.pdf.aspx?lang=en-US

Osmond, C. I. O., Shumba, J., Rembe, S., & Sotuku, N. (2015). Demographic variables, work-stimulated stressors and coping strategies of pre-school educators: A concept paper. Journal of Psychology, 6(1), 91–101. https://doi.org/10.1080/09764224.2015.11885528

Quester, B., & Racino, B. (2017, May 15). Standardized test scores: How we crunched the data. Inewsource. https://inewsource.org/2017/05/15/california-standardized-test-scores/

Stenlund, T., Lyrén, P.-E., & Eklöf, H. (2017). The successful test taker: Exploring test-taking behavior profiles through cluster analysis. European Journal of Educational Psychology, 33(2), 403–417. https://doi.org/10.1007/s10212-017-0332-2

Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). ASCD. https://ascd.org/ASCD/pdf/siteASCD/publications/books/QualitiesOfEffectiveTeachers3rdEd_Stronge_0318.pdf

Teacher Certification Degrees. (n.d.). Alternative teacher certification guide. Retrieved January 12, 2022, from https://www.teachercertificationdegrees.com/alternative/

Thijs, J., & Fleischmann, F. (2015). Student-teacher relationships and achievement goal orientations: Examining student perceptions in an ethnically diverse sample. Elsevier, 42, 52–63. https://doi.org/10.1016/j.lindif.2015.08.014

Wijekumar, K., Meyer, B. J. F., & Lei, P. (2017). Web-based test strategy instruction improves seventh graders’ content area reading comprehension. Journal of Educational Psychology, 109(6), 741–760. https://doi.org/10.1037/edu0000168

Xiong, Y., Qin, X., Wang, Q., & Ren, P. (2021). Parental involvement in adolescents’ learning and academic achievement: Cross-lagged effect and mediation on academic engagement. Journal of Youth and Adolescence, 50(9), 1811–1823. https://doi.org/10.1007/s10964-021-01460-w

Yeboah, R., Abonyi, U. K., & Luguterah, A. W. (2019). Making primary school science education more practical through appropriate interactive instructional resources: A case study of Ghana. Cogent Education, 6(1), Article 1611033. https://doi.org/10.1080/2331186X.2019.1611033

error: Content is protected !!