THE IMPACT OF PROFESSIONAL DEVELOPMENT IN FRACTIONS FOR FOURTH GRADE TEACHERS ON STUDENT ACHIEVEMENT AND TEACHER KNOWLEDGE IN GEORGIA AND SOUTH CAROLINA
Project Title: A study of reliability and consequential validity of a mathematics diagnostic assessment system in Georgia
Purpose: The Georgia Department of Education (GaDOE) has received positive feedback through testimonials from district-level personnel and math coaches supporting the use of IKAN/GloSS. Yet, very limited psychometric data exists to support the use of these measures. GaDOE has not conducted reliability or validity studies using its student population. While many studies have been conducted in New Zealand by the Ministry of Education, most of these are qualitative in nature. Participating Georgia school districts and the GaDOE are interested in psychometric data using teachers and students in their state in the context of their state system of standards, assessments, and accountability. Thus, through the Improving Mathematics Research Alliance, the GaDOE requested REL Southeast conduct a study to determine the reliability and validity of the IKAN/GloSS diagnostic assessments.