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Teachers' Self-Efficacy Regarding Standards-Based Reporting: A Needs Assessment for Professional Development
Educators are faced with the task of grading student work to demonstrate their understanding and to provide feedback on achievement; however, often within the same district, this task is not approached with the same criterion as a means of adequate measurement. In order to more accurately record student achievement, educators are moving towards criterion-referenced grading standards that compare students’ performance to clearly stated performance descriptors, differentiating levels of quality (Guskey, 2001). This study investigated teachers’ self-efficacy regarding standards-based grading practices, determined if inconsistencies existed within the district regarding this practice, and how prepared educators feel to do this work. ^ This sequential, explanatory, mixed-methods study addressed the following research questions: Is there a relationship between teachers’ self-efficacy in using standards-based reporting with respect to their professional development opportunities, level of degree, years of teaching experience, type of certification program earned, and grade level taught? How do teachers describe the strategies and methods of assessment they use to implement standards-based reporting to enhance teaching and learning? What factors most influence teachers’ understanding and success in using standards-based reporting? ^ The online questionnaire employing a 5-point Likert scale (no confidence to complete confidence for the self-efficacy dimension and not prepared to completely prepared for the prepared dimension) provided quantitative data ( N=33) of teachers from a rural district. A focus group provided qualitative descriptive data (N=9) and was analyzed, coded, and categorized to identify themes and categorize results. ^ Findings reveal that a correlation existed for preparedness ( r=.502, r2=.252, p=.005, ES=Sm/Med) and confidence level (r=.557, r2=.310, p=.001, ES=Med) with regards to number of years teaching. No correlation was found between the dimensions and degree held, certification, grade level, or professional development coursework with a focus on standards-based reporting. Some qualitative themes supported the literature; however, some contradictions were found between the quantitative and qualitative results. Recommendations identified the need for a rubric with consistent descriptors for schools utilizing the standards-based report card, support for modifications/accommodations for special education students, and suggested additional professional development opportunities in this area to provide a consistent approach to this method of evaluating student achievement.^
Education, Tests and Measurements|Education, Evaluation
Manley, JulieAnn Maloney, "Teachers' Self-Efficacy Regarding Standards-Based Reporting: A Needs Assessment for Professional Development" (2015). Dissertation & Theses Collection. AAI3701246.