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|Title:||A study of the utility of results from the 1992 Trial State Assessment (TSA) in reading for state-level administrators of assessment|
|Author(s):||Bullock, Cheryl Davis|
|Doctoral Committee Chair(s):||DeStefano, Lizanne|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Tests and Measurements
|Abstract:||Using results from the 1992 Trial State Assessment (TSA) in reading, for the first time, state-to-state and state-to-nation comparisons were made available. These comparisons were presented in both the Nation's Report Card and each individual state's report card. The purpose of this study was to investigate the utility of this innovative move.
Participants for the study. Participants in this study were selected from state directors of assessment, or their designees, from each of the 44 states and territories that participated in the 1992 Trial State Assessment of the NAEP in reading. State directors or their designees were chosen because they represented the population which was most pertinent to this study: individuals responsible for managing and reporting state level assessment information. Because their states participated in the TSA, it was assumed that they were familiar with and had direct experience using TSA results.
Data collection and analysis. To collect data about the utility of the 1992 TSA in reading, participants' perceptions about the credibility and orientation of various components of the TSA were investigated using a phone survey. Additionally, information was collected regarding the participants' perceptions of usefulness of the ways in which these results were reported. Finally, data were collected on how state and local personnel were using the results and how results could be made more useful for them.
Conclusions. The following conclusions were drawn from the study: (1) Involve the International Reading Association (IRA) and more teachers in the future planning and development; (2) Make state level stakeholders aware of the definition of the good reader found in the Reading Content Framework; (3) Continue the use of the achievement level descriptors but include one for "Below Basic;" (4) Increase involvement of state personnel in future assessments; (5) Reduce delays in disseminating results for future assessments; (6) The results are currently used to inform policy makers, the public, and professionals; and (7) TSA results can be made more useful.
|Rights Information:||Copyright 1995 Bullock, Cheryl Davis|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9543544|