Education Doctorate

Year Approved


First Advisor

Sicoli, Aldo


Accountability measures have been employed in United States schools to meet the demands of a globalized society with a standardized testing system used to assess student growth. The purpose of this study was to determine the relationship between a research-backed pedagogical instructional approach, formative assessment-driven instruction, and success in a large-scale standardized test system. Standardized testing is a practical necessity for an accountability system and if an authentic instructional process could be of support, a key piece of evidence will be brought forward to the educational equation. This was a quantitative ex-post facto archival case study. An analysis of data over the five years of this study showed no significant relationship between a formative assessment-driven instructional approach and improved standardized test scores.

Degree Name

Education Doctorate

Document Type

Doctoral dissertation