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003 OCoLC;

005 20141212050735.0;

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007 cr bn|||||||||;

008 130116s2012 ncua ob 000 0 eng d;

035 a| (Sirsi) o824511103;

035 a| (OCoLC)824511103;

049 a| EREE;

090 a| LB3060.3;

100 1 a| Martin, Patricia L.?| UNAUTHORIZED;

245 12 a| A preliminary examination of the intended purpose, actual use, and perceived benefit of district-led interim assessments on student achievement in North Carolina schools /c| by Patricia L. Martin.;

260 a| [Greenville, N.C.] :b| East Carolina University,c| 2012.;

300 a| 166 pages :b| illustrations, digital, PDF file;

336 a| text2| rdacontent;

337 a| computer2| rdamedia;

338 a| online resource2| rdacarrier;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2012.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Kermit Buckner.;

500 a| Title from PDF t.p. (viewed March 4, 2013).;

520 3 a| This study examined the intended purposes, actual uses, and perceived benefits of interim assessments on student achievement from the perspectives of district leaders, school administrators, and classroom teachers. Quantitative research methodologies were utilized to describe the phenomena of interim assessment use in a sample of North Carolina school districts. Responses from an online survey were analyzed in order to categorize respondents' interim assessment use as Instructional, Predictive, Evaluative, or Multiple and to compare the dominant categories of district leaders, school administrators, and classroom teachers (Perie et al., 2009). The findings reveal that interim assessments are given for Instructional purposes, using Instructional data analysis methods, and have Instructional benefits for students. When results were parsed by district, several endorsed the "Multiple" category suggesting a wide variety of purposes, uses, and benefits within the same district. When results were compared across roles, a statistically significant difference was found between district leaders, school administrators and classroom teachers. The results indicate that within the sample population surveyed, a person's response to questions regarding the purpose, use, and benefit of interim assessments is related to their role within the district. The findings from the study espouse two main recommendations. First, it is vital that district and state educational leaders make careful and informed decisions about the purpose and use of interim assessments prior to implementation. Second, districts need to develop and communicate a coherent implementation plan that is aligned to the selected purpose and consistent across various roles within the district. Future research studies on the use of interim assessments may build a more comprehensive picture of and offer a more in-depth explanation for the phenomena revealed in this study. Such research could include a qualitative study on data analysis methods that are aligned to a specific interim assessment purpose, a case study showcasing schools in North Carolina that are using interim assessments for various purposes, and a quantitative study to determine whether interim assessments can be correlated to improved student achievement.;

504 a| Includes bibliographical references.;

650 0 a| Achievement testsz| North Carolina.=| ^A851789;

653 a| Educational leadership;

700 1 a| Buckner, Kermit G.=| ^A531373;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4050;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3255382;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3255382-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 1/16/2013x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3255382-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 1/16/2013x| ETDz| HERESOURCE;

A preliminary examination of the intended purpose, actual use, and perceived benefit of district-led interim assessments on student achievement in North Carolina schools / by Patricia L. Martin.

Author/creator	Martin, Patricia L.
Other author	Buckner, Kermit G.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication Info	[Greenville, N.C.] : East Carolina University, 2012.
Description	166 pages : illustrations, digital, PDF file
Supplemental Content	Access via ScholarShip
Subjects	Achievement tests--North Carolina.

Summary	This study examined the intended purposes, actual uses, and perceived benefits of interim assessments on student achievement from the perspectives of district leaders, school administrators, and classroom teachers. Quantitative research methodologies were utilized to describe the phenomena of interim assessment use in a sample of North Carolina school districts. Responses from an online survey were analyzed in order to categorize respondents' interim assessment use as Instructional, Predictive, Evaluative, or Multiple and to compare the dominant categories of district leaders, school administrators, and classroom teachers (Perie et al., 2009). The findings reveal that interim assessments are given for Instructional purposes, using Instructional data analysis methods, and have Instructional benefits for students. When results were parsed by district, several endorsed the "Multiple" category suggesting a wide variety of purposes, uses, and benefits within the same district. When results were compared across roles, a statistically significant difference was found between district leaders, school administrators and classroom teachers. The results indicate that within the sample population surveyed, a person's response to questions regarding the purpose, use, and benefit of interim assessments is related to their role within the district. The findings from the study espouse two main recommendations. First, it is vital that district and state educational leaders make careful and informed decisions about the purpose and use of interim assessments prior to implementation. Second, districts need to develop and communicate a coherent implementation plan that is aligned to the selected purpose and consistent across various roles within the district. Future research studies on the use of interim assessments may build a more comprehensive picture of and offer a more in-depth explanation for the phenomena revealed in this study. Such research could include a qualitative study on data analysis methods that are aligned to a specific interim assessment purpose, a case study showcasing schools in North Carolina that are using interim assessments for various purposes, and a quantitative study to determine whether interim assessments can be correlated to improved student achievement.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Kermit Buckner.
General note	Title from PDF t.p. (viewed March 4, 2013).
Dissertation note	Ed.D. East Carolina University 2012.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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A preliminary examination of the intended purpose, actual use, and perceived benefit of district-led interim assessments on student achievement in North Carolina schools / by Patricia L. Martin.

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