To study the relationship between the three assessments, a stepwise multiple regression approach was used to analyze student scores for a random sample of 40 students. Correlations between all assessments were significant, but only 4Sight entered the regression equation as a significant predictor of PSSA scores. 4Sight accounted for 60.5% of the variance in scores. Further analysis indicated that the DRA only contributed an additional 1.4%, making it an insignificant predictor.
Discussion of the results allows the reader to consider the value of both assessments based on format and philosophy. The DRA and the 4Sight differ in format to one another and measure a student's reading level differently. The DRA is considered an authentic, performance based assessment and the 4Sight is a more objective format that mirrors the format of the PSSA.","abstract_html":"The purpose of the study was to determine the relationship between the Developmental Reading Assessment (DRA), the 4Sight Reading Benchmark Assessment (4Sight), and the Pennsylvania System of School Assessment (PSSA) reading assessment for fifth grade students in one urban school district in Pennsylvania. A goal was to determine how well each assessment, the DRA and the 4Sight, predicted student performance on the PSSA, and specifically to investigate whether the DRA, the 4Sight, or both are significant predictors of student performance on the PSSA. An additional goal was to determine whether there was any added benefit to the prediction by using both assessments.</p><p> To study the relationship between the three assessments, a stepwise multiple regression approach was used to analyze student scores for a random sample of 40 students. Correlations between all assessments were significant, but only 4Sight entered the regression equation as a significant predictor of PSSA scores. 4Sight accounted for 60.5% of the variance in scores. Further analysis indicated that the DRA only contributed an additional 1.4%, making it an insignificant predictor.</p><p> Discussion of the results allows the reader to consider the value of both assessments based on format and philosophy. The DRA and the 4Sight differ in format to one another and measure a student's reading level differently. The DRA is considered an authentic, performance based assessment and the 4Sight is a more objective format that mirrors the format of the PSSA.","abstract_has_math":false,"creators":["Stoltz, Todd B."],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Interdisciplinary Doctoral Program for Education Leaders (IDPEL)","degree_department":null,"school":null,"contributors":["Phillip Diller","Winston Cleland","Jane Johnston"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:29Z","subjects":["Predicting Performance on the PSSA","Assessment"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1241","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Phillip Diller","Winston Cleland","Jane Johnston"]},{"key":"dc:creator","label":"Author","values":["Stoltz, Todd B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Predicting Performance on the PSSA","Assessment"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1241"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to determine the relationship between the Developmental Reading Assessment (DRA), the 4Sight Reading Benchmark Assessment (4Sight), and the Pennsylvania System of School Assessment (PSSA) reading assessment for fifth grade students in one urban school district in Pennsylvania. A goal was to determine how well each assessment, the DRA and the 4Sight, predicted student performance on the PSSA, and specifically to investigate whether the DRA, the 4Sight, or both are significant predictors of student performance on the PSSA. An additional goal was to determine whether there was any added benefit to the prediction by using both assessments.
To study the relationship between the three assessments, a stepwise multiple regression approach was used to analyze student scores for a random sample of 40 students. Correlations between all assessments were significant, but only 4Sight entered the regression equation as a significant predictor of PSSA scores. 4Sight accounted for 60.5% of the variance in scores. Further analysis indicated that the DRA only contributed an additional 1.4%, making it an insignificant predictor.
Discussion of the results allows the reader to consider the value of both assessments based on format and philosophy. The DRA and the 4Sight differ in format to one another and measure a student's reading level differently. The DRA is considered an authentic, performance based assessment and the 4Sight is a more objective format that mirrors the format of the PSSA."]},{"key":"dc:title","label":"Title","values":["Predicting Performance on the Pennsylvania System of School Assessment Using the Developmental Reading Assessment and the 4Sight Predictive Benchmark Assessment"]}]}],"canonical_facts":{"dc:contributor":["Phillip Diller","Winston Cleland","Jane Johnston"],"dc:creator":["Stoltz, Todd B."],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The purpose of the study was to determine the relationship between the Developmental Reading Assessment (DRA), the 4Sight Reading Benchmark Assessment (4Sight), and the Pennsylvania System of School Assessment (PSSA) reading assessment for fifth grade students in one urban school district in Pennsylvania. A goal was to determine how well each assessment, the DRA and the 4Sight, predicted student performance on the PSSA, and specifically to investigate whether the DRA, the 4Sight, or both are significant predictors of student performance on the PSSA. An additional goal was to determine whether there was any added benefit to the prediction by using both assessments.
To study the relationship between the three assessments, a stepwise multiple regression approach was used to analyze student scores for a random sample of 40 students. Correlations between all assessments were significant, but only 4Sight entered the regression equation as a significant predictor of PSSA scores. 4Sight accounted for 60.5% of the variance in scores. Further analysis indicated that the DRA only contributed an additional 1.4%, making it an insignificant predictor.
Discussion of the results allows the reader to consider the value of both assessments based on format and philosophy. The DRA and the 4Sight differ in format to one another and measure a student's reading level differently. The DRA is considered an authentic, performance based assessment and the 4Sight is a more objective format that mirrors the format of the PSSA."],"dc:identifier":["https://dsc.duq.edu/etd/1241"],"dc:language":["English"],"dc:subject":["Predicting Performance on the PSSA","Assessment"],"dc:title":["Predicting Performance on the Pennsylvania System of School Assessment Using the Developmental Reading Assessment and the 4Sight Predictive Benchmark Assessment"],"thesis:degree_discipline":["Interdisciplinary Doctoral Program for Education Leaders (IDPEL)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:10:29Z"}