Examining the Impact of i-Ready Formative Assessment to Predict End-of-Year Student Performance on the State of Maryland Summative Assessments

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Research Use and Data-Driven Decision Making to Improve Education (Table 12)

Abstract

Many school districts reform initiatives are implementing data-driven decision-making tools to assist educators in improving instruction that is measurable and aligned to the rigor of the Common Core State Standards (CCSS). Investigating the relationship between a computer-based formative assessment and an end-of-year high-stakes state summative assessment, may yield evidence that computer-based formative assessments can influence student achievement outcomes. Underpinned by the theoretical framework of Lev Vygotsky.

Author

• Freddie D. Smith, Notre Dame of Maryland University
  Presenting Author