Dissertation
Performance of 8th-grade algebra I students assessed with and without the SPARK Testing Method
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2020
DOI: 10.17077/etd.005307
Abstract
The purpose of this study was to examine the effects of a novel research-supported testing method called The SPARK (Spiraling Assessment to Reinforce Knowledge) Testing Method on 8th-grade students’ end-of-course (EOC) test scores in algebra I. An overview of relevant learning theories and inconsistencies between these theories and classroom assessments was described. A quasi-experimental pretest-posttest design was used to address the research question. A total of 284 EOC algebra I test scores were obtained from the math facilitator of a large urban school district. EOC test scores were analyzed to determine the means and standard deviations of students assessed by a SPARK teacher and those assessed by seven non-SPARK teachers. The students’ Iowa Assessment math standard scores (M1314) from the year prior to taking algebra I were used as the covariate to account for incoming differences in math achievement. An ANCOVA was used to examine differences in EOC means adjusted for prior math achievement between students assessed by the SPARK teacher and the non-SPARK teachers. The results showed that students assessed by the SPARK teacher on average performed as well as or better than students assessed by non-SPARK teachers. Effect sizes for statistically significant mean differences between SPARK and non-SPARK teachers ranged from medium to large. Within the discussion section, a strong case was made for linkages between the SPARK method and instruction aligned with learning theories related to cognitivism and constructivism. Overall findings and restriction of this study to one subject area and grade level emphasize that further research is needed into the effectiveness of the SPARK testing method to understand the role of weekly, cumulative, and comprehensive assessment formats on student learning across disciplines and age groups.
Details
- Title: Subtitle
- Performance of 8th-grade algebra I students assessed with and without the SPARK Testing Method
- Creators
- Kara Hageman
- Contributors
- Walter Vispoel (Advisor)Kathy Schuh (Committee Member)Megan Foley Nicpon (Committee Member)Benjamin Devane (Committee Member)Mitchell Kelly (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Psychological and Quantitative Foundations
- Date degree season
- Spring 2020
- Publisher
- University of Iowa
- DOI
- 10.17077/etd.005307
- Number of pages
- x, 100 pages
- Copyright
- Copyright 2020 Kara Hageman
- Language
- English
- Description illustrations
- illustrations
- Description bibliographic
- Includes bibliographical references (pages 68-76).
- Public Abstract (ETD)
Educational assessment research focused on the psychometric principles of test theory for many years. Invaluable contributions were made to the field of education as a result of this research. As learning theories shifted, revised principles directly affected teaching methods and instruction. Classroom assessment procedures, however, adhered to traditional perspectives and practices. Recent improvements and interest in assessment research supported by current learnings theories challenge traditional viewpoints of testing in the classroom. Assertions from testing research suggests high-quality assessments directly affect student learning.
In this study, I compared end-of-course (EOC) test scores of 8th-grade algebra I students assessed with a research-supported testing method called SPARK and students assessed with chapter and unit tests (non-SPARK). The results revealed that students assessed by the SPARK teacher performed as well as or significantly higher on the EOC test than students assessed by non-SPARK teachers, when controlling for prior math achievement.
Because only 8th-grade algebra I students were included in this study, further research is warranted to better understand the effects of SPARK on learning across disciplines and grade levels. Aligning classroom testing practices such as SPARK with key research findings and improving teacher preparation in terms of assessment may impact student learning in ways not yet realized.
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9983966297802771
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