Curriculum embedded reading tests as predictors on standardized test
With the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students’ academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students’ progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
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Master of Education (M.Ed.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Johnson, Nicole, "Curriculum-embedded Reading Tests As Predictors Of Success On Florida Comprehensive Assessment Test In Reading" (2012). Electronic Theses and Dissertations, 2004-2019. 2315.