Title:
Examining the impact of i-Ready formative assessment to predict end-of-year student performance on the state of Maryland summative assessments
Author:
Freddie Dean Smith
Thesis Advisor:
Mark Fenster
Committee Member:
Margaret Ellen Mahoney
Committee Member:
Catherine Martin-Dunlap
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2026
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
The Every Student Succeeds Act of 2015 and the No Child Left Behind Act of 2001 made computer-based formative assessments, including i-Ready, a standard assessment method in education. Tools for assessments, such as i-Ready, enable educators, schools, and district authorities to manage, analyze, forecast, and maximize student learning by reporting real-time student data through analytics. As a result, educators, school administrators, and district officials must be aware of the most effective computer-based formative assessment systems. These systems will determine which students are likely to pass or fail the end-of-year assessments before they are administered. This study investigated the relationship between student achievement and the predictive potential of i-Ready computer-based formative assessments in mathematics and English Language Arts. It assessed the moderating effects of gender, ethnicity, educational classification (special education/504), and socioeconomic status (as determined by eligibility for free or reduced-price lunches). In America, schools are often penalized if a certain percentage of students and subgroups fail to pass the state's summative assessment at the end of the school year. Schools are held accountable for student achievement. Findings showed that the i-Ready computer-based formative assessments were a significant predictor of student scores on the Partnership for Assessment of Readiness for College and Careers/Maryland College and Career Ready Standards end-of-year state summative English Language Arts and mathematics exam scores when the variables were examined jointly by grade level and subject while controlling for gender, ethnicity, lunch status, and educational classification (special education/504 status). According to ELA models, there was no moderating effect of race, gender, socioeconomic status, or educational classification on the relationship between Partnership for Assessment of Readiness for College and Careers Scale scores and i-Ready Scale scores for grades 4 and 8. The link between i-Ready and Partnership for Assessment of Readiness for College and Careers in Grade 4 Math was significantly influenced by Educational Classification. Students eligible for special education and/or 504 plans showed a weaker predictive relationship between the exams than their peers who were not eligible for those services. In Grade 8 math, race and gender demonstrated a statistically significant impact on the relationship between i-Ready and the Partnership for Assessment of Readiness for College and Careers.
Subject:
Electronic dissertations
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
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Identifier:
SmithFD-26
