ERIC Number: ED306243
Record Type: RIE
Publication Date: 1989-Mar
Reference Count: N/A
Administrative Response to Classroom Testing Data: A Problem Solving Perspective.
Nagy, Philip; Moorhead, Roslyn
To study the responses of school administrators to classroom testing and problems associated with it, practicing principals were presented with a case study. The case contained information on a district-wide report outlining inconsistencies in teachers' evaluation practices and a parental complaint about the evaluation practices of a staff member. The 15 principals were selected for convenience, and represented a slightly more skilled sample than a true random sample. Response protocols were segmented into thought units for analysis in one of eight areas. With one low outlier and two high outliers, responses clustered closely around segments in the following areas: (1) student; (2) teacher; (3) parental complaint; (4) study; (5) department; (6) school; (7) district; and (8) methods. Statements were categorized according to type--reasoning, action, reiteration, values, background, summary, and comment. There was little evidence that the statement types and patterns of explanation bore a relationship to the quality of action individuals might take. The study may have been tapping differences in verbalization skills rather than school administration skills. Reasonably consistent desires were found among the principals for grading consistency and some degree of consistency in administrative ability. Finally, only about half of the subjects actually related the case study to the parental complaint. A table and two figures illustrate the data. Appendix A presents the case study and Appendix B gives the principals' value statements. (SLD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (San Francisco, CA, March 28-30, 1989).