A correlational study of Standardized Test for the Assessment of Reading (STAR) with the Tennessee Comprehensive Assessment Program (TCAP) on third grade reading/language arts.

摘要

Two school districts in rural Tennessee utilizing the Standardized Test for the Assessment of Reading (STAR Reading) assessment were studied to determine the correlation of STAR with Tennessee Comprehensive Assessment Program (TCAP) with 469 third grade students. The STAR Reading Assessment is marketed by Renaissance Learning as a formative assessment measure. A total of 26 teachers were surveyed in order to determine the adjustment of classroom instruction based on the district-mandated curriculum.;Results indicated a high level of correlation between STAR Reading and TCAP; however of the 17 teachers who returned the teacher survey, teachers indicated infrequent administration of the assessment (i.e. quarterly or two times per year) and the inaccuracy of the data provided. In addition, teachers noted the STAR Reading was only a portion of the on-going assessment or part of the volume and/or independent reading management of the classroom, rather than an instructional tool.