Year of Publication
Season of Publication
College of Education and Human Services
Doctor of Education in Educational Leadership (EdD)
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
Dr. Larry G. Daniel
Dr. Warren Hodge
Dr. Tracy Packiam Alloway
Dr. Terence Cavanaugh
Dr. Jennifer Kane
Dr. Larry G. Daniel
The purpose of the present correlational, ex post facto study was to evaluate the predictive ability and academic achievement criterion outcomes of two district-developed interim mathematics assessment programs for a sample of 5,801 grade 6 students in a large urban school district. Average scores for both interim assessment types were statistically significantly more related to 2013 FCAT 2.0 scores (r = .75 and .72; p < .001) than all other predictors (i.e., student demographics, Florida school grade, and student course GPA) except for 2012 FCAT 2.0 scores (r = .78; p < .001). Further, the newer interim assessment program with an instructional purpose and curriculum-based sequencing had slightly stronger overall predictive power (rs = .88) and a higher criterion mean score (M = 218.08) than the older, state-test mirror interim assessment program (rs = .85; M = 215.47). Regression models by prior year FCAT 2.0 Achievement Level yielded some predictor ranking discrepancies by prior achievement level. Although not statistically significant at the .01 level, groups of students with a more moderate total number of interim assessments outperformed groups with all or nothing.
Overall, the two types of interim assessment programs evaluated in the present study were good predictors of the state high-stakes test, 2012 Grade 6 Mathematics FCAT 2.0. However, more research must be done to identify with certainty whether or not the act of taking the interim tests and receiving feedback contributes to improved student learning.
Chen, Tavymae W., "Predictive Utility and Achievement Outcomes of Two Simultaneous District-Developed Interim Assessment Programs" (2014). UNF Graduate Theses and Dissertations. 487.