A Study to Determine if a Correlation Exists Between Student Scores on the Florida Writing Assessment Program and the Verbal Section of the SAT

Keywords

Competency based educational tests; Educational tests and measurements

Abstract

The study sought to determine if a correlation exists between results obtained by students on the Florida Writing Assessment Program and the Verbal Section of the SAT. The study reviewed the literature in relation to three areas: (a) Politics Drives Instruction, (b) Traditional Versus Performance-based Assessments, and (c) Testing Drives Instruction. The study reviewed the changing face of assessment and the continued emphasis on high stakes testing and accountability measures applied to the nation's public school systems.

The study was based on data derived from the database of one Florida public school system. The results on the Florida Writing Assessment Program and the SAT Verbal Section of three graduating classes of seniors from the years 1998, 1999, and 2000 were compared for this research study. The completed study was based on the test results of 430 students.

The study concluded that a positive correlation existed between the results of students on the Florida Writing Assessment Program and the Verbal Section of the SAT. The correlation was .31 at the .01 level. The study yielded no significant difference among the three graduating classes in results on the Florida Writing Assessment Program or the Verbal Section of the SAT. The study did show a significant difference on the mean score of students' Verbal SAT when compared to the type of prompt they received on the Florida Writing Assessment Program. Verbal SAT results were higher for those taking the persuasive form of the Florida Writing Assessment Program.

Implications for practice and recommendations for future studies dealing with assessments utilized in accountability systems for public school educators were made.

Notes

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Graduation Date

2001

Semester

Fall

Advisor

Pawlas, George E.

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Format

Print

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0022778

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

Accessibility Status

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