Introduction to the Problem Assignment Instructions Overview In the Introduction to the Problem section of an educational report, you will introduce the reader to the problem of practice. A problem of

IMPROVING OEA SCIENCE SCORES

Recommendations for Improving Students’ Test Scores on the Ohio Educational Assessment for Science at Hampton High School

Liberty Student

School of Education, Liberty University

In partial fulfillment of EDUC 816

Introduction to the Problem

The problem is that approximately half of the students at Hampton High School failed to meet the state’s level of satisfactory performance on the Ohio Educational Assessment (OEA) for Science (ODOE, 2020a). Over the last three academic years, approximately 50% of students failed to meet the ODOE’s expectations on the test (ODOE, 2020b). Specifically, low expectations are defined as students’ performance that “demonstrates an incomplete understanding of essential concepts in science and inconsistent connections among central ideas” (ODOE, 2018, p. 14). Students scoring below 50% on the test are considered to have failed the science assessment (ODOE, 2018). Low scores on the assessment have had a detrimental effect on Hampton High School and have reflected poorly on students, parents, teachers, staff, and administrators, as well as the school board, town governments, and businesses and companies within the region. The benefits of improving students’ performance on the Ohio Educational Assessment (OEA) for Science may include extrinsic aspects, such as scholarship and college placement opportunities for students (Fischer et. Al., 2018), as well as more intrinsic benefits, including an increased sense of pride and ability. In the past, the school has tried to solve this problem by requiring teachers to spend more time teaching concepts covered on the test. Most recently, the school has offered free after-school tutoring for students. Both historically and presently, these efforts have not proven effective as approximately half of the students who took the assessment failed.

References

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide reform. Teaching and Teacher Education, 72(1), 107–121. Retrieved from https://doi.org/10.1016/j.tate.2018.02.011

Ohio Department of Education. (2018). Achievement level descriptors and score ranges. https://www.Ohio.gov/doe/sites/ohio.gov.doe/files/inline-files/MEA_2018_ALDs%2BCut%20Scores_10-09-18.pdf

Ohio Department of Education. (2020a). Ohio assessment and accountability reporting system (OAARS). https://lms.backpack.education/public/Ohio

Ohio Department of Education. (2020b). The Ohio educational assessments: Why participation matters. Ohio Department of Education. https://www.ohio.gov/doe/sites/.gov.doe/files/inline-files/Why%20Participation%20Matters-1.pdf