The Texas Success Initiative Assessment and The Tests of Adult Basic Education: A Comparison of Student Performance And Placement

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dc.contributor.advisorHodges, Russ
dc.contributor.authorGuckert, Denise Annette
dc.contributor.committeeMemberPaulson, Eric J.
dc.contributor.committeeMemberReardon, Robert
dc.contributor.committeeMemberAcee, Taylor
dc.date.accessioned2021-12-10T15:18:15Z
dc.date.available2021-12-10T15:18:15Z
dc.date.issued2021-12
dc.description.abstractThis study explores the relationship between scores and educational placement levels on two academic mathematics assessment systems: The Tests of Adult Basic Education 11/12 mathematics (TABE-M) and the Texas Success Initiative Assessment mathematics (TSIA-M). The data set consisted of scores, placement levels, and demographic information for 152 students who enrolled in a College Success Academy at a small community college in Texas. With no mathematics instruction between the closely administered assessments, it was possible to correlate student scores and placement levels on the assessments to investigate the convergent validity of the scores and consistency of classification for the placement levels. Fischer's r-to-z transformation tests and calculation of confidence intervals were used to determine if correlations between student performance varied across student demographic characteristics. Findings of convergent validity support the use of TSIA-M for its use in identifying students with mathematic skills below secondary levels but did not support the use of the TSIA-M’s Adult Basic Education (ABE) Diagnostic for accurate student placements into developmental education or ABE instruction. Study results can assist advisors with decisions about placement into various types of college readiness instruction. The TSIA-M ABE Diagnostic overplaced 80% of by up to two ABE levels, making it highly probable that students with level 5 placements were incorrectly placed into DE courses without basic skills support or into corequisite DE and that students with level 3 placements were not advised of options for referral to adult education services.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent199 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationGuckert, D. A. (2021). <i>The Texas success initiative assessment and the tests of adult basic education: A comparison of student performance and placement</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/15034
dc.language.isoen
dc.subjectTexas success initiative assessment
dc.subjectTSIA
dc.subjectTests of adult basic education
dc.subjectTABE
dc.subjectDevelopmental education
dc.subjectDevelopmental math
dc.subjectRemedial education
dc.subjectAdult basic education
dc.subjectNational reporting system
dc.subjectCollege placement testing
dc.subjectCommunity college
dc.subjectPostsecondary assessment
dc.subjectPostsecondary placement
dc.subjectCollege assessment
dc.subjectCollege placement
dc.titleThe Texas Success Initiative Assessment and The Tests of Adult Basic Education: A Comparison of Student Performance And Placement
dc.typeDissertation
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineDevelopmental Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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