ERIC Number: ED434144
Record Type: Non-Journal
Publication Date: 1999-May
Reference Count: N/A
Measuring Classroom Instructional Processes: Using Survey and Case Study Fieldtest Results To Improve Item Construction. Working Paper Series.
Mullens, John E.; Gayler, Keith; Goldstein, David; Hildreth, Jeanine; Rubenstein, Michael; Spiggle, Tom; Walking Eagle, Karen; Welsh, Megan
This report describes the results from an exploratory project conducted for the National Center for Education Statistics. The purpose of the project was to develop and field test questionnaire items and related methods designed to capture information about the instructional processes used nationally in 8th- to 12th-grade mathematics classrooms. Data from classroom observers, short logs of daily classroom practice, and a teacher questionnaire were used to assess the quality of the items. A survey questionnaire, field tested with 100 teachers, was completed by approximately 300 mathematics teachers, and a case study was conducted with 41 teachers in similar settings with comparable responsibilities. Results of these studies were used to make 10 recommendations to improve the field test validation process and the survey items. Thirteen appendixes contain supplemental information about the study and the test items. Appendix M contains a summary, in chart form, of recommended changes to the field test items. (Contains 21 references.) (SLD)
Descriptors: Case Studies, Elementary Secondary Education, Field Tests, Instruction, Mathematics, Measurement Techniques, Research Utilization, Surveys, Teachers, Test Construction, Test Items
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652; Tel: 202-219-1831.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Policy Studies Associates, Inc., Washington, DC.