ORCID

http://orcid.org/0000-0002-5904-0053

Date of Award

2020

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Administrative and Instructional Leadership

First Advisor

Rene Parmar

Second Advisor

Seokhee Cho

Third Advisor

James Campbell

Abstract

In this quantitative study, students’ growth over the course of the school year on the i-Ready test were analyzed. Using an ex post facto design, the i-Ready growth scores of students with experience of the testing format (n=45) were compared to the growth scores of the students with no experience of the testing format (n=179). A descriptive analysis was performed to analyze the students’ feelings and perceptions about adaptive Computer-Based testing conducted within their schools. Fourth and fifth grade students (n=27) answered an open-ended survey, which were used to see how elementary school students feel about the shift from Paper-Based to Computer-Based testing. Results indicate that there were no significant differences in scores between students with experience and students without experience, nor were there differences between the achievement of students based on gender or instructional groups. The surveys indicate that students enjoy using computer-based testing, but experienced trouble with navigating through the tests, efficiently using tools, and implementing other self-regulatory behaviors that they often use when working on paper-based tests. This study indicates that more instructional time needs to be spent using computers, in order to teach students self-regulatory strategies that can help students to become more comfortable and adept with computer-based tests. With more explicit instruction, student growth on various assessments may increase.

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