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Using Formative Reading Assessments ...

Hamilton, Maureen Dugan.

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Using Formative Reading Assessments and Data Utilization to improve ELL Spanish Speaking Students' Achievement Test Scores.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using Formative Reading Assessments and Data Utilization to improve ELL Spanish Speaking Students' Achievement Test Scores./
Author:	Hamilton, Maureen Dugan.
Description:	90 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3554974
ISBN:	9781267959492

Using Formative Reading Assessments and Data Utilization to improve ELL Spanish Speaking Students' Achievement Test Scores.
Hamilton, Maureen Dugan.

Using Formative Reading Assessments and Data Utilization to improve ELL Spanish Speaking Students' Achievement Test Scores. - 90 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2013.

The demands and expectations placed on all schools in the United States to meet the needs of a growing and diverse population continue to raise the questions, what needs to be done in order for all students to achieve success, and how can this success be measured? This study, researched and reported in the form of a dissertation, was performed on an urban school on the east coast of the United States. The focus of this study was on the aggregate test results of a treatment group (Star School) from a Title 1 school of the Constellation School District consisting of sixty English Language Learner (ELL) students. The specialized instruction provided as a result of item analysis on the district wide Formative Assessment Test scores (FAST) was observed and documented. Additionally, this sample school's results were compared to the other Title 1 schools of that same district consisting of 386 students. Using test scores from Reading Formative Assessments from the years of 2009–2010, 2010–2011, and 2011–2012, the scores of both groups were compared. Also, a review of the research from other studies relative to the practices of this case study were reviewed and reported in support of the findings of this case study. Finally, recommendations and suggestions for curricular enhancements, along with additional teaching strategies, tools, and resources were part of the conclusion of this document. Each should serve as a means of reinforcement to the current practices and as an augmentation to teachers' efficacy.

ISBN: 9781267959492Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Using Formative Reading Assessments and Data Utilization to improve ELL Spanish Speaking Students' Achievement Test Scores.
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245 1 0 $a Using Formative Reading Assessments and Data Utilization to improve ELL Spanish Speaking Students' Achievement Test Scores.
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500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Linda H. Frazer.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2013.
520 $a The demands and expectations placed on all schools in the United States to meet the needs of a growing and diverse population continue to raise the questions, what needs to be done in order for all students to achieve success, and how can this success be measured? This study, researched and reported in the form of a dissertation, was performed on an urban school on the east coast of the United States. The focus of this study was on the aggregate test results of a treatment group (Star School) from a Title 1 school of the Constellation School District consisting of sixty English Language Learner (ELL) students. The specialized instruction provided as a result of item analysis on the district wide Formative Assessment Test scores (FAST) was observed and documented. Additionally, this sample school's results were compared to the other Title 1 schools of that same district consisting of 386 students. Using test scores from Reading Formative Assessments from the years of 2009–2010, 2010–2011, and 2011–2012, the scores of both groups were compared. Also, a review of the research from other studies relative to the practices of this case study were reviewed and reported in support of the findings of this case study. Finally, recommendations and suggestions for curricular enhancements, along with additional teaching strategies, tools, and resources were part of the conclusion of this document. Each should serve as a means of reinforcement to the current practices and as an augmentation to teachers' efficacy.
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650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Teacher Training. $3 783747
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690 $a 0530
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710 2 $a Wilmington University (Delaware). $b College of Education. $3 1675805
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 1 0 $a Frazer, Linda H., $e advisor
790 1 0 $a Crossen, Joseph $e committee member
790 1 0 $a Petr, Karen $e committee member
790 $a 1517
791 $a Ed.D.
792 $a 2013
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3554974