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The use of formative evaluation in p...

Widener University.

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The use of formative evaluation in professional development and student achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The use of formative evaluation in professional development and student achievement./
作者:	Johnson, Kathy A.
面頁冊數:	96 p.
附註:	Adviser: Edward G. Rozycki.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313315
ISBN:	9780549620624

The use of formative evaluation in professional development and student achievement.
Johnson, Kathy A.

The use of formative evaluation in professional development and student achievement. - 96 p.

Adviser: Edward G. Rozycki.

Thesis (Ed.D.)--Widener University, 2008.

Although Pennsylvania Act 48 regulations mandate all staff development be evaluated based on student learning, evaluative procedures focused on student learning were the least used of all evaluation methodologies for all schools in this study.

ISBN: 9780549620624Subjects--Topical Terms:

626645
Education, Administration.

The use of formative evaluation in professional development and student achievement.
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100 1 $a Johnson, Kathy A. $3 1023313
245 1 4 $a The use of formative evaluation in professional development and student achievement.
300 $a 96 p.
500 $a Adviser: Edward G. Rozycki.
500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1619.
502 $a Thesis (Ed.D.)--Widener University, 2008.
520 $a Although Pennsylvania Act 48 regulations mandate all staff development be evaluated based on student learning, evaluative procedures focused on student learning were the least used of all evaluation methodologies for all schools in this study.
520 $a Two common themes of research since the authorization of the No Child Left Behind Act have been a focus on highly qualified teachers and student achievement. In spite of the critical importance of establishing effective professional development programs, there is evidence to suggest that school districts lack specific criteria for a systemic approach to professional development. Even more lack procedures to evaluate the effectiveness of their professional development activities related to student outcomes.
520 $a This was a descriptive research study done to examine formative evaluation procedures for professional development used by selected Pennsylvania schools and their relationship to student achievement. Data were acquired through PDE public records and a two-part paper and pencil survey sent to 220 principals of buildings that house eighth grade, posted PSSA test scores each year from 2003 to 2006, and demonstrated statistically significant changes in PSSA scores over that four year period. Purposeful stratified sampling with two cases of variation for school achievement, advancing schools and static schools, was used. Each advancing school was paired with a static school with the same SES to control for this variable. There were six independent variables, one from each of Guskey's five levels of evaluative practice and one for NSDC professional development standards.
520 $a Results of quantitative analysis indicate many procedures are employed to evaluate professional development. Methods to evaluate participant reactions to activities were more prevalent than all other levels of evaluative practice. Advancing schools demonstrated significantly higher use of professional development standards for evaluation than static schools. There were no statistically significant differences between the two school groups on Guskey's five evaluative levels. Based on evidence produced in this study, the hypothesis: There is a positive correlation between the level of formative evaluative practice used by schools for professional development and the growth in their student achievement as measured by Pennsylvania state assessment scores, was rejected.
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710 2 $a Widener University. $3 1019206
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790 1 0 $a Rozycki, Edward G., $e advisor
791 $a Ed.D.
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