Exploring Relationships Between Data From a Learning Trajectory-Based Classroom Assessment System and High-Stakes Assessments

• In Event: AERA Poster Session 6
  In Poster Session: Division D Section 1 Poster Session 2

Abstract

Exploring the relationships between conceptually rich classroom assessments and high-stakes assessments is both critical for establishing evidence of the larger impact of these assessments and a difficult task due to the embedded nature of classroom assessments within instruction. This study utilizes data from four years of use of a learning-trajectory aligned classroom assessment system, MathMapper 6-8 (MM), as well as summative end-of-year (EOY) assessment data, to explore the connections among these assessments. Several analytic methods, including correlation and regression analysis, are used to suggest significant relationships among usage and performance within MM and growth in EOY scores. The scale and scope of MM presents a unique opportunity to track teachers and student understanding within and across academic years.

Authors

• Emily Toutkoushian, The American Board of Anesthesiology

• Jere Confrey, North Carolina State University