Master of Natural Sciences (MNS)
This study took place at a medium-sized suburban high school. It was designed to determine the usefulness of certain teacher-made tests in predicting students' end-of-course (EOC) tests. The teacher taught the students the skills in which their performance was weakest on the previous state test. The students were tested after each skill on a four-point quiz (teacher-made test). Students who scored 3—4 moved on to the next lesson or enrichment, while those who scored 0—2 were re-taught and re-tested. The procedure was repeated throughout the school year. At the end of the course, students took the state-mandated end-of-course test. The results on the end-of-course tests were compared to the results of the teacher-made test scores. We used linear regression to interpret the findings. We found that 13 out of the 39 teacher-made tests had 0 correlation with the end-of-course test; 17/39 had 0.01 ≤ R2 ≤ 0.05; 7/39 had 0.06 ≤ R2 ≤ 0.15; one (1) had 0.17 and one (1) had 0.20. We also examined combinations of the teacher-made tests and the highest correlation was 0.24—generally regarded as a weak relationship. The regression analysis indicates that none of the teacher-made assessments and no combination of them had any practical value as a predictor of EOC. Some statistically significant correlations were observed, but even these would probably not provide teachers with information that could guide instructional decisions that would raise EOC test scores.
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Dante, Roland Damasco, "Effects of Focused Instruction Process (FIP)on Student End-Of-Course Test (Predicting End-Of-Course Test Using Teacher-Made Test)" (2014). LSU Master's Theses. 3663.