If TAKS and EOC are assessing the same objectives, what is the cause of the discrepancy in scores? For the ’09-’10 school year the passing rate on the TAKS is 70% while the state passing rate on the End of Course exam is 59%. How can we address this instructionally?
Goals and objectives/outcomes of the research investigation
The goal is to improve the End of Course Exams/ STAR Exams.
Activities designed to achieve the objectives
1) Investigate the variation in depth and complexity of the assessment instrument.
2) Vocabulary differences leading to the disparity in success on exams.
3) The consequences of curriculum design on test success.
Resources and research tools needed for data gathering
The resources I will use include the End of Course exam objectives and released items in addition to TAKS exams objectives and released items. I would also like to collaborate with other Algebra 1 teachers in my district as well as those from other districts. Considering our district uses of C-Scope, I would like to visit with their curriculum writers.
Draft timeline for completion or implementation of activities
August 2010 to October 2010 - Review objective differences between from.
November 2010 to January 2011 - Compare mutli-level TAKS released items February 2011 to April 2011 - Address curriculum concerns will from
Persons responsible for implementation of the action research plan
I am the person responsible for implementation of the action research plan.
Process for monitoring the achievement of goals and objectives
Site mentor and the other Algebra 1 teachers will monitor the achievement of goals and objectives.
Assessment instrument(s) to evaluate the effectiveness of the action research study
Success improves scores on the End of Course exam.
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