1. Jose Luis Sanchez
August 20, 2016
Liberty University
EDUC798
Dr. Russ Yocum
Note: This presentation was part of an assignment submitted to Liberty University and should not be copied
or reused.

2. The purpose of this research study is to test the reliability of using 20th century summative
assessments without the use of 21st century test preparation methodologies (Beckers, Dolmans, &
Merriënboer, 2016). Rote memorization of the unquantifiable information needed to excel in the
21st century does not build the empowerment our students need to sustain, protect, and improve our
way of life (113th Congress, 2014). This research study delves on a twofold principle, to uphold
our American Education Laws and to assist education systems in need of improvement, by
demonstrating how 21st century technological methodologies help meet and exceed the mandates of
education and performance accountability behind NCLB (Commission of No Child Left Behind:
The Aspen Institute, 2016).
Introduction
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3. Other Benefits of this Research Study
 Teachers can become co-researchers (Beckers, Dolmans, & Merriënboer, 2016)
 Can increase a “measure of teacher competence” (Kubiszyn & Borich, 2013, p. 18)
 Can facilitate the use of formative evaluations that helps teachers stay informed on the “day-to-day instructional
decision making" (Kubiszyn & Borich, 2013, p. 4)
 Is non-intrusive and provides fast feedback of students’ performances to teachers
 Makes use of the wealth behind data collection mechanisms accepted by the California Assessment of Student
Performance and Progress (CAASPP) (California Department of Education, 2016)
 Focuses on a student population “poverty level” below 14% with a “high school completion” rate of 77% (Gall,
2010, p. 266)
 Teachers, Researcher, Co-researchers, and Students receive professional support from two Education Specialists
in the subjects of English and Mathematics (Lipscomb University, 2016)
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4.  The Researcher assumes being able to secure a study research grant from (U.S. Department
of Education, 2016) and permission to conduct the study by an appropriate review board
 Teachers and Students have access to a computer network and have devices capable of
accessing the Internet (i.e., cell phone, tablet, portable computer)
 The education district leadership where this research will take place is willing to follow state
mandated curriculum standards for the duration of the study for one high school year
Research Design Assumptions
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5. Literature Reviews
 Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers (Morgan, 2016)
 Further study on high stakes testing anxiety at school districts located in impoverish areas are
needed (Brom, 2016)
 A Phenomenological Study of Middle School Teachers Implementation of Formative Assessment
Practices in a Semi-Rural Northwest Georgia District (Thacker, 2016)
 e-Portfolios Enhancing Students’Self-Directed Learning (Beckers, Dolmans, & Merriënboer,
2016)
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6. Research Study Hypotheses
• Hypotheses:
• Teachers that employ e-Portfolios as part of their homework methodology help students score
higher in their state mandated summative evaluations (California Department of Education, 2016)
• Null Hypotheses:
• There is no statistical significance on students state mandated summative evaluations scores
(California Department of Education, 2016) by employing e-Portfolios as part of their homework
methodology
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95842133755963&thid=OIP.M61a91279355fa1aefe0ec7458c55785co0&ajaxhist=0

7. Research Design Pilot
• A pilot study will be conducted lasting no longer than 30 days to assess the amount
of instruction needed to teachers and students on accessing and using e-Portfolios
• Rules of conduct
• State and district policies on the usage of government owned computers and technology
• Formulating student and teacher expectations and informed consent
• Plagiarism guidelines
• All students learn initiative (Commission of No Child Left Behind: The Aspen Institute, 2016)
• Creating an e-Portfolio member account (Foliotek, 2016)
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8. Research Design Proposal
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• A nonexperimental correlational research will be used for this study in four English and four
Mathematics classes taught by the same instructor respectively, selected at random from a high
school in an impoverished district in California (Gall 2010) that uses a state mandated curriculum
objectives (California Department of Education Publication, 2014)
• Four classrooms (i.e., two English and two Mathematics) will remain controlled using the current
methodology for homework assignments
• Four classrooms (i.e., two English and two Mathematics) will use the e-Portfolio methodology
(Foliotek, 2016) for homework assignments monitored by two co-researchers Ed. S. (Lipscomb
University, 2016)

9. Research Design All Groups Top View
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&thid=OIP.Maa5f3197e934b42c1242d45998d61cf1H0&ajaxhist=0
Ed. Specialist
English
Ed. Specialist
Mathematics

10. Research Design Data Collection
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• Current school district student assessment for formative and/or summative evaluations grading
systems are sufficient for this research and will be replicated through the eight school district classes
participating in this study
• Data collection from grades and performances of students using e-Portfolios homework assessment
methodology will obtain a pass/fail assessment and students who fail will obtain remedial instruction
by the appropriate Education Specialist

11. Research Design Completion
Three Distributions for Correlation
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mid=608031786716430375&thid=OIP.Mb34443604e0d0ed446f88f7356abdd18o0&ajaxhist=0
• Data from students in the control group will be correlated with data from students using e-Portfolios
• Data from students in the control group will be correlated with data from their assessment through
states standards (California Department of Education, 2016)
• Data from students using e-Portfolios will be correlated with the data from their assessment through
states standards (California Department of Education, 2016)

12. Research
Design
Workflow for
Students Using
e-Portfolios
S
11
S
2
SS S
4
S
SS S S S
8
If students do not make corrections to their original or subsequent journals, the Ed.
Specialist informs the teacher before the next class.
Students who post in e-Portfolio are able to see peer postings after their initial post.
Students can add to their initial post to make corrections to their original post.
If students meet lesson objectives, the Ed. Specialist Assign a Passing grade
If the students attain part of the lesson but do not make corrections to journals, they
receive a pending revision or fail and the Ed. Specialist asks them to look at a peer’s work
Teachers receive weekly summary and daily reports when students do not meet lesson
objectives, to optionally enact group work, peer tutoring, or differentiated instruction
The Teacher Interacts with Students during Class and Assign Students to Reiterate
Lessons Learnt through Journals Utilizing e-Portfolios after Class
An Ed. Specialist in English and/or Mathematics Reviews Students Journals
Students Write Lessons Learnt in Journals after Class and Before the Next Class
e-Portfolio Interface Program

13.  The use of e-Portfolio is synonymous to the system that schools in Finland use to keep track of students’
homework, provide feedback, and create differentiated instruction when students need it (Beckers, Dolmans,
& Merriënboer, 2016)
 A myriad of empirical research studies helps create a sound learning environment for all students and lack of
money is no longer a problem (Foliotek, 2016)
 Paper and pencil homework methodologies are now complemented by 21st century technological advances
(Beckers, Dolmans, & Merriënboer, 2016)
 Teachers want to work with state standards and are willing to do it if they get the help they need (Lipscomb
University, 2016)
 Reflecting on what is learnt on a daily basis through e-Portfolios helps build critical thinking empowerment
(Beckers, Dolmans, & Merriënboer, 2016) and is a biblical principle (Isa. 1:8 NIV)
Research Design Summary
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14. References
113th Congress. (2014, July 14). H.R.5031 - 113th Congress (2013-2014): STEM Education Act of 2014 |
Congress.gov | Library of Congress. Retrieved August 6, 2016, from Congress.gov:
https://www.congress.gov/bill/113th-congress/house-bill/5031/text
Beckers, J., Dolmans, D., & Merriënboer, J. V. (2016). e-Portfolios enhancing students’ self-directed learning: A
systematic review of influencing factors. Australasian Journal of Educational Technology 32(2), 32-46.
doi:10.14742/ajet.2528
Brom, M. W. (2016). A correlational analysis of test anxiety and response time on a computerized adaptive math test
among seventh grade students (Doctoral dissertation). Retrieved from
http://digitalcommons.liberty.edu/doctoral/1185/
California Department of Education. (2016). CAASPP Student Score Report Information - California Assessment of
Student Performance and Progress (CAASPP) System (CA Dept of Education). Retrieved August 18, 2016, from
http://www.cde.ca.gov/ta/tg/ca/caasppssrinfo.asp

15. California Department of Education Publication. (2014). No Child Left Behind assessment requirements - Taking
Center Stage - Act II (TCSII) (CA Dept of Education). Retrieved August 18, 2016, from Cde.Ca.gov:
http://pubs.cde.ca.gov/tcsii/ch2/nclbassessrequire.aspx
Commission of No Child Left Behind: The Aspen Institute. (2016). Improving achievement for all students: Is NCLB
accountability producing results? Georgia Institute of Technology, 1-8. Retrieved August 18, 2016, from
http://www.aspeninstitute.org/events/2011/03/22/teacher-evaluation-accountability-support-lessons-leading-
efforts
Foliotek. (2016). Dashboard - FolioSpaces. Retrieved August 4, 2016, from Foliospaces.org:
https://www.foliospaces.org/
Gall, M. D. (2010). Applying educational research: How to read, do, and use research (6th ed.). Boston: Pearson
Education.
Kubiszyn, T., & Borich, G. D. (2013). Educational testing & measurement: Classroom application and practice
(10th ed.). Hoboken: John Wiley & Sons, Inc.

16. Kubiszyn, T., & Borich, G. D. (2013). Educational testing & measurement: Classroom application and practice (10th ed.).
Hoboken: John Wiley & Sons, Inc.
Lipscomb University. (2016). Ed. S. in English language learning coursework - College of Education | Lipscomb University.
Retrieved August 18, 2016, from http://www.lipscomb.edu/education/eds-in-english-language-learning-coursework
Morgan, H. (2016). Relying on high-stakes standardized tests to evaluate schools and teachers: A bad idea. The Clearing House
89(2), 67-72. doi:10.1080/00098655.2016.1156628
U.S. Department of Education. (2015, December 10). Every Student Succeeds Act (ESSA) | U.S. Department of Education.
Retrieved August 18, 2016, from Ed.gov: http://www.ed.gov/essa
U.S. Department of Education. (2016). ED-GRANTS-080816-001 Office of Elementary and Secondary Education (OESE):
Enhanced Assessment Instruments Grant Program. Retrieved August 20, 2016, from Grants.gov:
http://www.grants.gov/search-grants.html?fundingCategories%3DED%7CEducation