Theses and Dissertations
Date of Award
12-1-2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum & Instruction
First Advisor
Maria Elena Valdes-Corbeil
Second Advisor
Seokmin Kang
Third Advisor
Maria E. Perez
Abstract
In education, assessment helps shape teaching practices and student outcomes, as it influences how teachers perceive their roles, approach instruction, and engage with students. This study investigated 3rd-8th grade English Language Arts and mathematics teachers' conceptions of the NWEA MAP Growth assessment, focusing on four key factors: (1) improvement for teaching and learning, (2) school accountability, (3) student accountability, and (4) assessment irrelevance. The research examined the relationship between teachers' conceptions and variables such as grade levels, content areas, and students' academic growth as measured by NWEA MAP scores. Using a descriptive correlational design, data were collected from 61 teachers within a South Texas K-12 public school district predominantly serving economically disadvantaged students. Teachers completed the Teachers' Conceptions of Assessment abridged survey (TCoA-IIIa), and student growth data were analyzed for correlations with teachers' conceptions.
The findings revealed significant differences in teachers' conceptions based on grade levels and content areas. Elementary teachers generally reported more positive views of the NWEA MAP, particularly in its utility for improving teaching and learning and holding schools and students accountable. In contrast, secondary teachers were more likely to view the assessment as irrelevant. Among content areas, mathematics teachers reported less favorable conceptions across most factors.
Despite these observed differences in teachers' beliefs, the study found no significant correlations between teachers' conceptions and their students' academic growth. This suggests that factors other than teachers' assessment conceptions may have a more substantial impact on student outcomes. The results highlight the complexity of teachers' beliefs about assessment and suggest that while understanding these conceptions is important, additional strategies may be necessary to enhance student achievement.
Recommended Citation
Canales, Dymphna Jewelle, "Exploring 3rd-8th Grade Teachers’ Conceptions of the NWEA MAP Assessment and the Relationship on Grade Level, Content Area, and Students’ Academic Growth" (2024). Theses and Dissertations. 1653.
https://scholarworks.utrgv.edu/etd/1653
Comments
Copyright 2024 Dymphna Jewelle Canales.
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