The relationship between the Indiana Standards Tool for Alternate Reporting (ISTAR) and the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) for students with and without mild disabilities : implications for policymakers

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dc.contributor.advisor Merbler, John B. en_US
dc.contributor.author Jacobs, Susan E. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:27:14Z
dc.date.available 2011-06-03T19:27:14Z
dc.date.created 2005 en_US
dc.date.issued 2005
dc.identifier LD2489.Z64 2005 .J33 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177026
dc.description.abstract In order is meet the requiremcnts for technically sound assessment instruments as required by the No Child Left Behind Act of 2001 (NCLB), this study investigates the construct validity of Indiana's alternate assessment, the Indiana Standards Tool for Alternate Reporting (ISTAR), a teacher rating assessment as compared to Indiana's general educational assessment, the Indiana Statewide Test of Educational Progress - Plus (ISTEP+), a criterion referenced assessment. Study participants consisted of 284 students from grades 3, 6, and 8. Students were from general and special education. All students in the study were considered not to have significant cognitive disabilities that would have exempted them from ISTEP+ participation. Therefore, all students in the study were required to participate in the fall 2003 ISTEP+ testing session. Students with disabilities in the study were identified as having one of four mild disabilities as defined by the Indiana Professional Standards Board (Mild Mental Disabilities, Learning Disabilities, Emotional Disabilities, or Other Health Impairment. Teachers rated students using the ISTAR assessment during a fall testing window from August 1, through October 31, 2003. The Pearson correlation coefficient used to determine the relationship between ISTEP+ scores and ISTAR teacher ratings. Results of the Pearson correlation coefficient indicated a linear relationship between scores on the two assessment instruments for students in grades 3, 6, and 8 with mild disabilities and without disabilities who participated in both assessments (r = .46 to r = .71). An analysis of variance was used to determine if the ISTAR instrument could, when appropriately completed, differentiate between groups of students who would be expected to perform less well or better than other groups of students. Results from the ANOVA, Levene and Welch procedures as well as the Tamhane post hoc statistic indicated that ISTAR is capable of differentiating between different achievement level groups for the constructs of English/language arts and mathematics. While the study results indicate a sufficient positive relationship, it should be considered to be a baseline study. Additional years of data are needed before valid inferences can be made for the ISTAR assessment tool. en_US
dc.description.sponsorship Department of Special Education
dc.format.extent iv, 136 leaves : ill. ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Indiana Statewide Testing for Educational Progress. en_US
dc.subject.lcsh Achievement tests -- Indiana. en_US
dc.subject.lcsh Students -- Indiana -- Examinations. en_US
dc.subject.lcsh Students with disabilities -- Indiana -- Examinations. en_US
dc.title The relationship between the Indiana Standards Tool for Alternate Reporting (ISTAR) and the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) for students with and without mild disabilities : implications for policymakers en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1318455 en_US


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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