Accountability Policies and Teachers' Acceptance and Usage of School Performance Feedback--A Comparative Study

Autor/in	Maier, Uwe
Titel	Accountability Policies and Teachers' Acceptance and Usage of School Performance Feedback--A Comparative Study
Quelle	In: School Effectiveness and School Improvement, 21 (2010) 2, S.145-165 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Feedback (Response); Comparative Analysis; Mathematics Teachers; Accountability; Competency Based Education; Achievement Tests; Use Studies; Educational Practices; Teaching Methods; Predictor Variables; Foreign Countries; Educational Improvement; Questionnaires; Teacher Attitudes; Educational Policy; Germany + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Verantwortung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Benutzerschulung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Ausland; Teaching improvement; Unterrichtsentwicklung; Fragebogen; Lehrerverhalten; Politics of education; Bildungspolitik; Deutschland
Abstract	This paper implemented a comparative approach to investigate the relationships between test-based school accountability policies in 2 German states and teachers' acceptance and usage of feedback information. Thuringia implemented mandatory tests for secondary schools based on competency modeling and performance data controlled for socioeconomic variables. In comparison to Thuringia, mandatory testing in Baden-Wurttemberg is rather simple, not based on competency modeling and performance feedback is not controlled for socioeconomic variables. Drawing on a model of quality features of school performance feedback systems, it was hypothesized that mandatory testing in Thuringia leads to higher teacher evaluation of mandatory testing and usefulness of performance feedback. Analysis of quantitative survey data for math teachers (n = 357) showed that teachers in Thuringia rather accept mandatory testing and describe performance feedback information as more useful for educational diagnosis, student tutoring, and repetition. The paper finally discusses to what extent the observed differences can be attributed to the respective testing system. (Contains 5 notes and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10