Accountability and mandatory testing in Germany: How do teachers use performance feedback data?

Autor/in	Maier, Uwe
Titel	Accountability and mandatory testing in Germany: How do teachers use performance feedback data?
Quelle	In: Cadmo, 17 (2009) 2, S. 67-87 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1122-5165
DOI	10.3280/CAD2009-002007
Schlagwörter	Bildungsforschung; Interview; Test; Lehrer; Feedback; Leistung; Rechenschaftslegung; Deutschland
Abstract	The German federal states implemented bureaucratic accountability systems and mandatory testing which aim at self-evaluation and school improvement. This paper investigates how teachers respond to mandatory testing and how they use performance feedback data for instructional improvements. In a qualitative study, 18 teachers in 9 secondary schools were interviewed. The site of the study was Thuringia, one of the German states where schools get elaborated feedback information based on competency modeling and school performance data which are controlled for socio economic factors. Teacher statements on feedback data usage were classified as either instrumental, conceptual, convincing, strategic or non-use. Qualitative content analysis revealed that strategic or unintended consequences of mandatory testing are less grave than in countries with high-stakes testing. On the other hand, instrumental and conceptual use of feedback data occurs in German schools, but the examples show that it is questionable if mandatory testing can deeply influence teaching strategies. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2011/1