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.
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Nelson, G. L. (2020). Case Study: Formative Assessment Driven Instruction and Standardized Test Scores for 10th Grade Biology Students [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/459