SRI-Teknisk rapport-sen.v13 - DPU

K.1 Which variables or concepts, if any, does the
study aim to measure or examine?
K.2 Please describe the main types of data collected
and specify if they were used to (a) to define
the sample; (b) to measure aspects of the
sample as findings of the study?
Explicitly stated (please specify)
classroom instruction and assessment practices,
student learning and motivation, students' and
teachers' beliefs about and attitudes toward the
assessment, and a school characteristic.
Details
The main types of data are collected through questionnaires
to teachers and students. And also
through teachers' sample of instruction and assessment
tasks that were representative of their classroom
materials across the school year. The data
collected were used to measure aspects of the
sample as findings of the study.
K.3 Which methods were used to collect the data? Self-completion questionnaire
K.4 Details of data collection intruments or tool(s). Explicitly stated (please specify)
The questionnaires consisted of both Likert-type
(usually 4-point scales) and
constructed response items. Some questions pertaining
to the support for the
MSPAP and the beliefs about the MSPAP were based
on a previous study in
which the consequences of state assessments were
examined (Koretz, Mitchell,
Barron, & Keith, 1996).
Sets of items on the teacher questionnaire were
combined and validated by using
confirmatory factor analytic (CFA) methods and
measures of internal consistency
to reflect the dimensions described in the following
list (e.g., Lane, Stone,
Parke, Hansen, & Cerrillo, 2000). For the purposes
of the CFA, subsets of items
were combined to form two indicators for each
dimension (about equal numbers
of items) except the MSPAP Impact dimension. For
this dimension, only one indicator
was used because the items could not be divided
into two meaningful components.
The indicators within each dimension are also given
in the following list,
as is the total number of items for each dimension,
which varied to a small degree
across content areas:
• MSPAP Familiarity (~6 items): (a) teachers’ general
familiarity with the
MSPAP (i.e., purpose, format); (b) teachers’ familiarity
with MSPAP results
(i.e., ability to interpret, use, and explain results)
• MSPAP Support (~7 items): (a) teachers’ general
support for the MSPAP
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