PreK-12 Market Headlines
Case Study Evaluation of a District's Galileo® Assessments in K-3
Assessment Technology Incorporated — Thursday, January 09, 2014
TUCSON, AZ/January 9, 2014 - Assessment Technology Incorporated (ATI) released a case study providing evidence that Galileo early childhood assessments in kindergarten through third grade accurately forecast student performance on the third grade statewide assessment.
Results also suggest that early intervention efforts informed by data from early childhood assessment systems can reduce student risk of failing to pass the statewide assessment at the end of third grade. As states focus on identifying and developing early childhood assessment systems, classifications of student risk as well as detailed information to support implementing effective early interventions should be considered.
This study evaluated the reliability, predictive validity, and forecasting accuracy of the Galileo K-12 Online Instructional Improvement and Instructional Effectiveness System assessments administered by a large Arizona district in kindergarten through third grade. The district has used the system since 2004.
Strong evidence was provided that Galileo assessments administered by the district in kindergarten through third grade were reliable (average reliability = 0.85). The results also provided strong evidence of the predictive validity of the Galileo assessments. High to moderate positive correlations were observed between student Developmental Level scores and scale scores on Arizona's Instrument to Measure Standards (AIMS) at the end of third grade
Forecasting accuracy for the third grade AIMS assessment based on the Galileo risk levels in kindergarten, first, second, and third grade was uniformly high, ranging from 0.86 to 0.95 dependent on the grade and subject. Students classified at higher levels of risk were more likely to fail the third grade AIMS assessment; however even students classified as moderate or high risk early on could ultimately pass the third grade AIMS assessment.
Read the full case study at ati-online.com/galileoK12/K12Research.html. The case study was written by Sarah Callahan, Ph.D., Research Scientist with ATI, located in Tucson, Arizona.
About Sarah Callahan, Ph.D., Research Scientist: Sarah Callahan received her Ph.D. in Experimental Psychology at the University of California, San Diego. Her research has focused on the unconscious cognitive and neural processes that underlie the comprehension of spoken and written language in English and Spanish. During her graduate studies, Dr. Callahan was awarded a National Science Foundation Graduate Research Fellowship as well as two National Institutes of Health pre-doctoral fellowships. Dr. Callahan joined ATI in 2010. As a research scientist with ATI, Dr. Callahan conducts research including statistical analysis of assessment data using principles and techniques based in Item Response Theory (IRT) and collaborates in the development of new approaches to assessment and instructional intervention.
About Assessment Technology Incorporated: Assessment Technology Incorporated, established in 1986, is the leading provider of instructional improvement and instructional effectiveness technology assisting today's educators in their mission to enhance learning. ATI's flagship applications, Galileo® K-12 Online and Galileo Pre-K Online, provide educators with tools and services designed to enhance learning at all stages of development from infancy through the 12th grade. Both applications are built on the principles of science, supported by a commitment to research and guided by a vision that everyone should benefit from the opportunities and transformations of technology. For more information: ati-online.com.