Accountability for student learning outcomes is of importance to parents and school and district administrators, especially since the passage of The No Child Left Behind Act in 2001. The requirement for high-stakes testing to measure progress has fostered interest in ways to monitor student preparedness during the school year. This study used 2014 and 2015 test data from of 154 students from one elementary school to measure the correlation between individually administered Kaufman Test of Educational Achievement Brief Reading and DIBELS Next reading assessments and outcomes on the high-stakes Utah SAGE test. This correlational study used Pearson correlation coefficients to determine redundancy across the tests, and used multiple regression to assess how well scores on the KTEA and DIBELS Next tests predict students' subsequent scores on the SAGE test. Results indicate that DIBELS Next was a strong predictor of SAGE outcomes while KTEA Brief results were moderate predictors.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Stevens, Meighan Noelle, "Comparing Two Individually Administered Reading Assessments for Predicting Outcomes on SAGE Reading" (2017). Theses and Dissertations. 6697.
high stakes testing, Student Assessment of Growth and Excellence, Dynamic Indicators of Basic Early Literacy Skills Next, Kaufman Test of Educational Achievement, curriculum-based assessment, reading