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Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading

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Date Issued:
2012
Abstract/Description:
ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
Title: Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading.
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Name(s): Johnson, Nicole, Author
Wilson, Nancy, Committee Chair
Zygouris-Coe, Vassiliki, Committee Member
Bai, Haiyan, Committee Member
, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2012
Publisher: University of Central Florida
Language(s): English
Abstract/Description: ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
Identifier: CFE0004282 (IID), ucf:49522 (fedora)
Note(s): 2012-05-01
M.Ed.
Education, Teaching, Learning and Leadership
Masters
This record was generated from author submitted information.
Subject(s): curriculum-embedded reading tests as predictors on standardized test
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004282
Restrictions on Access: campus 2015-05-15
Host Institution: UCF

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