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ERIC Number: EJ881847
Record Type: Journal
Publication Date: 2010-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-0924-3453
Accountability Policies and Teachers' Acceptance and Usage of School Performance Feedback--A Comparative Study
Maier, Uwe
School Effectiveness and School Improvement, v21 n2 p145-165 Jun 2010
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany