Exploring Differences and Relationships between Online Formative and Summative Assessments in Mississippi Career and Technical Education

Autor/inn/en	Alexander, Ben; Owen, Sean; Thames, Cliff B.
Titel	Exploring Differences and Relationships between Online Formative and Summative Assessments in Mississippi Career and Technical Education
Quelle	In: Asian Association of Open Universities Journal, 15 (2020) 3, S.335-349 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2414-6994
DOI	10.1108/AAOUJ-06-2020-0037
Schlagwörter	Computer Assisted Testing; Formative Evaluation; Summative Evaluation; Vocational Education; High School Students; State Programs; Testing Programs; Mississippi + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regierungsprogramm
Abstract	Purpose: This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings. Design/methodology/approach: This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years. Findings: The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores. Originality/value: These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01