東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Teacher and principal assessment literacy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher and principal assessment literacy./
作者:	Perry, Michael Lee.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
面頁冊數:	125 p.
附註:	Source: Dissertations Abstracts International, Volume: 75-02, Section: A.
Contained By:	Dissertations Abstracts International75-02A.
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568118
ISBN:	9781303217470

Teacher and principal assessment literacy.
Perry, Michael Lee.

Teacher and principal assessment literacy. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 125 p.

Source: Dissertations Abstracts International, Volume: 75-02, Section: A.

Thesis (Ed.D.)--University of Montana, 2013.

This item must not be sold to any third party vendors.

The implementation of the No Child Left Behind (NCLB) Act in 2002 has increased the emphasis on standardized achievement tests. Principals are asked to lead instruction and improve student achievement through assessment. NCLB has sanctions that could include replacing a school principal. The purpose of this study was to look at the level of assessment literacy of high school principals in the state of Montana. An email was sent to all practicing high school principals (N=169) inviting them to participate in a survey. The survey asked demographic questions regarding years in the classroom, years as principal, overall education, size of school population, and region. The survey was also designed to test their level of assessment literacy using the Classroom Assessment Literacy Inventory (CALI) as used in similar studies. The principals that completed the survey were also asked to have two teachers of English, science, or math take the same CALI. A total of 32 principals and 14 teachers completed the survey. The responses indicated that the level of teacher assessment literacy closely mirrored the results from studies conducted in 1993 and 2003 using the CALI. The results from the principals' participation showed lower scores in all but one area of the Standards for Teacher Competence on Educational Assessment of Students. The overall score by principals on the CALI was 59% correct in comparison with the teachers' overall score of just under 63%. Findings included the level of teacher scores on the CALI have not changed significantly in over twenty years. In an era of increased use of assessment, principal scores are lower than that of classroom teachers. The study was conducted in one state of a rural nature when compared to populations nationwide. The results are discussed in terms of use to establish a baseline that can be used in further study of assessment literacy of both classroom teachers and principals in the state of Montana.

ISBN: 9781303217470Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Assessment

Teacher and principal assessment literacy.
LDR:03101nmm a2200373 4500 001 2344523
005 20220523132518.5
008 241004s2013 ||||||||||||||||| ||eng d
020 $a 9781303217470
035 $a (MiAaPQ)AAI3568118
035 $a (MiAaPQ)umt:10243
035 $a AAI3568118
040 $a MiAaPQ $c MiAaPQ
100 1 $a Perry, Michael Lee. $3 3683309
245 1 0 $a Teacher and principal assessment literacy.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 125 p.
500 $a Source: Dissertations Abstracts International, Volume: 75-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Matt, John.
502 $a Thesis (Ed.D.)--University of Montana, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a The implementation of the No Child Left Behind (NCLB) Act in 2002 has increased the emphasis on standardized achievement tests. Principals are asked to lead instruction and improve student achievement through assessment. NCLB has sanctions that could include replacing a school principal. The purpose of this study was to look at the level of assessment literacy of high school principals in the state of Montana. An email was sent to all practicing high school principals (N=169) inviting them to participate in a survey. The survey asked demographic questions regarding years in the classroom, years as principal, overall education, size of school population, and region. The survey was also designed to test their level of assessment literacy using the Classroom Assessment Literacy Inventory (CALI) as used in similar studies. The principals that completed the survey were also asked to have two teachers of English, science, or math take the same CALI. A total of 32 principals and 14 teachers completed the survey. The responses indicated that the level of teacher assessment literacy closely mirrored the results from studies conducted in 1993 and 2003 using the CALI. The results from the principals' participation showed lower scores in all but one area of the Standards for Teacher Competence on Educational Assessment of Students. The overall score by principals on the CALI was 59% correct in comparison with the teachers' overall score of just under 63%. Findings included the level of teacher scores on the CALI have not changed significantly in over twenty years. In an era of increased use of assessment, principal scores are lower than that of classroom teachers. The study was conducted in one state of a rural nature when compared to populations nationwide. The results are discussed in terms of use to establish a baseline that can be used in further study of assessment literacy of both classroom teachers and principals in the state of Montana.
590 $a School code: 0136.
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational leadership. $3 529436
650 4 $a School administration. $3 3172164
653 $a Assessment
653 $a Leadership
653 $a Principal
690 $a 0443
690 $a 0449
690 $a 0514
710 2 $a University of Montana. $b Educational Leadership. $3 1022752
773 0 $t Dissertations Abstracts International $g 75-02A.
790 $a 0136
791 $a Ed.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568118