Instructional Sensitivity Analysis for Science Classroom Assessments and State Assessments

• In Event: Poster Session 13
  In Poster Session: Classroom Assessment Research and Practice

Abstract

Teachers’ instruction plays an important role in explaining student learning. In this paper we investigated fifth grade teachers’ instructional effects on classroom assessments and state assessments in science. We asked what the teacher intra-class correlations on student performance in two modules were, taking into account covariates such as pre-test scores and/or state reading scores. Hierarchical linear modeling was used for analyzing the nested data. Empirical findings on teacher effects on student performance differences were discussed within and across science modules. This study contributes to support the importance of instructionally sensitive assessments by providing empirical evidence of differential teacher effects on student performance using items varying in instructional sensitivity.

Authors

• Ting Wang, Educational Testing Service

• Min Li, University of Washington

• Maria Araceli Ruiz-Primo, University of Colorado - Denver