Dr. Christina Lutz-Doemling Abstract

AN EXAMINATION OF THE PENNSYLVANIA 4SIGHT BENCHMARK ASSESSMENTS AS PREDICTORS OF PA SYSTEM OF SCHOOL ASSESSMENT PERFORMANCE

The primary purpose of this study was to determine whether there was a significant relationship between sixth grade students’ 4Sight Benchmark Assessment scores and their sixth grade PSSA scaled scores in both reading and mathematics. The secondary purpose of the study was to determine whether participation in the 4Sight Benchmark Assessments led to greater improvement on PSSA scores from fifth to sixth grade.

The sample for this study consisted of a total of six school districts. The three experimental school districts were match paired with three control school districts according to district enrollment, percentage of low-income families, and school locale code.

The Pearson correlation between students’ sixth grade 4Sight Reading Assessment scores and their sixth grade Reading PSSA scores was determined to be positive and significant (r = .77, p < .0005). Additionally, the correlation between students’ sixth grade 4Sight Mathematics Assessment scores and their sixth grade Mathematics PSSA scores was also determined to be positive and significant (r = .77, p < .0005). In relation to the study’s secondary purpose, the experimental group of students who participated in the 4Sight Benchmark Assessments showed greater improvement on both the Reading and Mathematics PSSA than did the students in the control group who did not participate in the 4Sight Benchmark testing.

Several factors may explain why the 4Sight Benchmark Assessments were associated with small to moderate effect sizes. First, the 4Sight Benchmark Assessments were designed to be one component of a comprehensive school improvement process, not as an intervention strategy in isolation. Additionally, 2005-2006 marked the first year of 4Sight Benchmark Assessment implementation in the experimental districts. The low to moderate effect sizes determined as a result of this study may be explained by the early stages of implementation of the 4Sight Assessment initiative. During the first year of implementation, it is likely that administrators and teachers spent the majority of their time familiarizing themselves with assessment administration and scoring practices and little time discussing how to utilize the performance results to appropriately modify instruction and positively influence student achievement.

To learn more, please contact Tamara Palmer at tlp205@lehigh.edu or 610.758.3226.