Relating Interim Assessments to Summative Tests: An Evaluation of Interim-Summative Alignment in Missouri

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Using Broad Education Indicators in a Standards-Based Reform: How Does It Play Out? (Table 30)

Abstract

This study addresses gaps in understanding the relationship between interim and summative assessments by benchmarking major interim reading and math tests to Missouri’s end-of-year English language arts and math tests. The results found moderate to strong positive correlations between scales, lending validity evidence. However, discrepancies emerged in proficiency classifications, with more students identified as “not proficient” on interim compared to summative tests. By empirically evaluating widely used interim assessments’ alignment to summative tests in Missouri, this work provides practical guidance for relating interim to summative results and establishes a model other states could replicate as competency-based education expands. Overall, the study fills key research gaps around linking interim and summative assessments

Authors

• Christopher B. Wolfe, Marzano Research Laboratory

• Mike Fulton, Success Ready Student Network

• Matt Goodman, Success Ready Student Network