Examining the predictive validity of the FSA on the provincial Mathematics 10 examinations




Epp, Bradley August

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Student performance on the recently implemented Provincial Mathematics 10 examination concerns mathematics teachers. Using results from the Foundation Skills Assessment (FSA) to implement a strategy for students' improvement as well as properly placing students into the correct curriculum pathway may be an effective way for improving student success. Students who participated in the 2001/2002 FSA may have also participated in the 2004/2005 provincial mathematics 10 examination. Using regression analysis, three separate models were created for students writing the Principles of Mathematics 10 examination (n = 27 292, R2 = 0.320), Essentials of Mathematics 10 examination (n = 5 052, R2 = 0.169), and Applications of Mathematics 10 examination (n = 2 662. R2 = 0.231). The independent variables included Item Response Theory Scaled scores for the Numeracy and Reading Subtests of the FSA, gender, aboriginal status, English as a second language status, and school size. As well, hierarchical linear model (HLM) was implemented as an exploration to compare the coefficients with the regression analysis. In all three cases the coefficients of the HLM were similar to the linear regression. Disciminant analysis also predicted student placement in the three pathways at 61% accuracy using FSA results and other independent variables.



Mathematics study and teaching, Examinations