Research Methodology of the Perceived

Reliability of High Stakes Testing (HST)

Without Test Preparation Using 21st Century
Technological Advancements
Jose Luis Sanchez
August 20, 2016
Liberty University
EDUC798
Dr. Russ Yocum

Note: This presentation was part of an assignment submitted to Liberty University and should not be copied or reused.
Introduction

The purpose of this research study is to test the reliability of using 20 th century summative
assessments without the use of 21st century test preparation methodologies (Beckers, Dolmans, &
Merrinboer, 2016). Rote memorization of the unquantifiable information needed to excel in the 21 st
century does not build the empowerment our students need to sustain, protect, and improve our way of
life (113th Congress, 2014). This research study delves on a twofold principle, to uphold our American
Education Laws and to assist education systems in need of improvement, by demonstrating how 21 st
century technological methodologies help meet and exceed the mandates of education and performance
accountability behind NCLB (Commission of No Child Left Behind: The Aspen Institute, 2016).

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Other Benefits of this Research Study
Teachers can become co-researchers (Beckers, Dolmans, & Merrinboer, 2016)
Can increase a measure of teacher competence (Kubiszyn & Borich, 2013, p. 18)
Can facilitate the use of formative evaluations that helps teachers stay informed on the day-to-day instructional
decision making" (Kubiszyn & Borich, 2013, p. 4)
Is non-intrusive and provides fast feedback of students performances to teachers
Makes use of the wealth behind data collection mechanisms accepted by the California Assessment of Student
Performance and Progress (CAASPP) (California Department of Education, 2016)
Focuses on a student population poverty level below 14% with a high school completion rate of 77% (Gall,
2010, p. 266)
Teachers, Researcher, Co-researchers, and Students receive professional support from two Education Specialists
in the subjects of English and Mathematics (Lipscomb University, 2016)
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Research Design Assumptions
The Researcher assumes being able to secure a study research grant from (U.S.

Department of Education, 2016) and permission to conduct the study by an appropriate

review board
Teachers and Students have access to a computer network and have devices capable of

accessing the Internet (i.e., cell phone, tablet, portable computer)

The education district leadership where this research will take place is willing to follow

state mandated curriculum standards for the duration of the study for one high school year
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Literature Reviews

Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers (Morgan, 2016)
Further study on high stakes testing anxiety at school districts located in impoverish areas are
needed (Brom, 2016)
A Phenomenological Study of Middle School Teachers Implementation of Formative Assessment
Practices in a Semi-Rural Northwest Georgia District (Thacker, 2016)
e-Portfolios Enhancing Students Self-Directed Learning (Beckers, Dolmans, & Merrinboer,
2016)

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Research Study Hypotheses
Hypotheses:
Teachers that employ e-Portfolios as part of their homework methodology help students score
higher in their state mandated summative evaluations (California Department of Education, 2016)

Null Hypotheses:
There is no statistical significance on students state mandated summative evaluations scores
(California Department of Education, 2016) by employing e-Portfolios as part of their homework
methodology

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Research Design Pilot
A pilot study will be conducted lasting no longer than 30 days to assess the amount
of instruction needed to teachers and students on accessing and using e-Portfolios
Rules of conduct
State and district policies on the usage of government owned computers and technology
Formulating student and teacher expectations and informed consent
Plagiarism guidelines
All students learn initiative (Commission of No Child Left Behind: The Aspen Institute, 2016)
Creating an e-Portfolio member account (Foliotek, 2016)
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Research Design Proposal
A nonexperimental correlational research will be used for this study in four English and four
Mathematics classes taught by the same instructor respectively, selected at random from a high
school in an impoverished district in California (Gall 2010) that uses a state mandated curriculum
objectives (California Department of Education Publication, 2014)
Four classrooms (i.e., two English and two Mathematics) will remain controlled using the current
methodology for homework assignments
Four classrooms (i.e., two English and two Mathematics) will use the e-Portfolio methodology
(Foliotek, 2016) for homework assignments monitored by two co-researchers Ed. S. (Lipscomb
University, 2016)
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 Research Design All Groups Top View

Ed. Specialist
English

e-Portfolio e-Portfolio

Ed. Specialist
Mathematics

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Research Design Data Collection

Current school district student assessment for formative and/or summative evaluations grading
systems are sufficient for this research and will be replicated through the eight school district classes
participating in this study
Data collection from grades and performances of students using e-Portfolios homework assessment
methodology will obtain a pass/fail assessment and students who fail will obtain remedial instruction
by the appropriate Education Specialist

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Research Design Completion
Three Distributions for Correlation

Data from students in the control group will be correlated with data from students using e-Portfolios
Data from students in the control group will be correlated with data from their assessment through
states standards (California Department of Education, 2016)
Data from students using e-Portfolios will be correlated with the data from their assessment through
states standards (California Department of Education, 2016)

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Research
Design
Workflow for
Students Using
e-Portfolios
Research Design Summary
The use of e-Portfolio is synonymous to the system that schools in Finland use to keep track of students homework,

provide feedback, and create differentiated instruction when students need it (Beckers, Dolmans, & Merrinboer,
2016)
A myriad of empirical research studies helps create a sound learning environment for all students and lack of money

is no longer a problem (Foliotek, 2016)

Paper and pencil homework methodologies are now complemented by 21 st century technological advances (Beckers,

Dolmans, & Merrinboer, 2016)

Teachers want to work with state standards and are willing to do it if they get the help they need (Lipscomb

University, 2016)
Reflecting on what is learnt on a daily basis through e-Portfolios helps build critical thinking empowerment (Beckers,

Dolmans, & Merrinboer, 2016) and is a biblical principle (Isa. 1:8 NIV)
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 References
113th Congress. (2014, July 14). H.R.5031 - 113th Congress (2013-2014): STEM Education Act of 2014 |
Congress.gov | Library of Congress. Retrieved August 6, 2016, from Congress.gov:
https://www.congress.gov/bill/113th-congress/house-bill/5031/text
Beckers, J., Dolmans, D., & Merrinboer, J. V. (2016). e-Portfolios enhancing students self-directed learning: A
systematic review of influencing factors. Australasian Journal of Educational Technology 32(2), 32-46.
doi:10.14742/ajet.2528
Brom, M. W. (2016). A correlational analysis of test anxiety and response time on a computerized adaptive math test
among seventh grade students (Doctoral dissertation). Retrieved from
http://digitalcommons.liberty.edu/doctoral/1185/
California Department of Education. (2016). CAASPP Student Score Report Information - California Assessment of
Student Performance and Progress (CAASPP) System (CA Dept of Education). Retrieved August 18, 2016, from
http://www.cde.ca.gov/ta/tg/ca/caasppssrinfo.asp
California Department of Education Publication. (2014). No Child Left Behind assessment requirements - Taking
Center Stage - Act II (TCSII) (CA Dept of Education). Retrieved August 18, 2016, from Cde.Ca.gov:
http://pubs.cde.ca.gov/tcsii/ch2/nclbassessrequire.aspx
Commission of No Child Left Behind: The Aspen Institute. (2016). Improving achievement for all students: Is
NCLB accountability producing results? Georgia Institute of Technology, 1-8. Retrieved August 18, 2016, from
http://www.aspeninstitute.org/events/2011/03/22/teacher-evaluation-accountability-support-lessons-leading-
efforts
Foliotek. (2016). Dashboard - FolioSpaces. Retrieved August 4, 2016, from Foliospaces.org:
https://www.foliospaces.org/
Gall, M. D. (2010). Applying educational research: How to read, do, and use research (6th ed.). Boston: Pearson
Education.
Kubiszyn, T., & Borich, G. D. (2013). Educational testing & measurement: Classroom application and practice
(10th ed.). Hoboken: John Wiley & Sons, Inc.
Kubiszyn, T., & Borich, G. D. (2013). Educational testing & measurement: Classroom application and practice (10th ed.).

Hoboken: John Wiley & Sons, Inc.

Lipscomb University. (2016). Ed. S. in English language learning coursework - College of Education | Lipscomb University.
Retrieved August 18, 2016, from http://www.lipscomb.edu/education/eds-in-english-language-learning-coursework

Morgan, H. (2016). Relying on high-stakes standardized tests to evaluate schools and teachers: A bad idea. The Clearing House

89(2), 67-72. doi:10.1080/00098655.2016.1156628

U.S. Department of Education. (2015, December 10). Every Student Succeeds Act (ESSA) | U.S. Department of Education.

Retrieved August 18, 2016, from Ed.gov: http://www.ed.gov/essa

U.S. Department of Education. (2016). ED-GRANTS-080816-001 Office of Elementary and Secondary Education (OESE):

Enhanced Assessment Instruments Grant Program. Retrieved August 20, 2016, from Grants.gov:

http://www.grants.gov/search-grants.html?fundingCategories%3DED%7CEducation