期刊名称：International Journal of Social Sciences and Education
印刷版ISSN：2227-393X
电子版ISSN：2223-4934
出版年度：2012
卷号：3
期号：1
出版社：Federal College of Education
摘要：T he focus of this study was to analyze a benchmar k for mativ e ass essment (4Sight) that pr edicts how students will perfor m on the annual Penns ylvania, USA exam that is given in gr ades three thr ough eight inclusiv e and 11. Correlation analysis reported a significant positive linear rela tions hip between s tuden ts' performance in the Penns ylvania System of Schoo l As sessment (PSSA) exam and each o f the 4Sight exams . Als o the authors found s ignificant correlations between PSSA perfor mance by gender, ethnicity, s ocio-e conomic s tatus , and grade levels. T he resear ch revealed significant differences in the average s cores and student grade level, ethnicity, and socio-economic s tatus. This study shows s ignificant gains in s tuden t scores and the res ults clearly support the use of the 4Sight Benchmark As sessment. Not only w ill 4Sight assist school s takeholder s in p inpointing academic achi evement, it may also help determine a course of a ction for s taff profes sional dev elopment effor ts and spending practices to continue formative benchmark asses sments.
