SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
SRI-Teknisk rapport-sen.v13 - DPU
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K.1 Which variables or concepts, if any, does the<br />
study aim to measure or examine?<br />
K.2 Please describe the main types of data collected<br />
and specify if they were used to (a) to define<br />
the sample; (b) to measure aspects of the<br />
sample as findings of the study?<br />
Explicitly stated (please specify)<br />
classroom instruction and assessment practices,<br />
student learning and motivation, students' and<br />
teachers' beliefs about and attitudes toward the<br />
assessment, and a school characteristic.<br />
Details<br />
The main types of data are collected through questionnaires<br />
to teachers and students. And also<br />
through teachers' sample of instruction and assessment<br />
tasks that were repre<strong>sen</strong>tative of their classroom<br />
materials across the school year. The data<br />
collected were used to measure aspects of the<br />
sample as findings of the study.<br />
K.3 Which methods were used to collect the data? Self-completion questionnaire<br />
K.4 Details of data collection intruments or tool(s). Explicitly stated (please specify)<br />
The questionnaires consisted of both Likert-type<br />
(usually 4-point scales) and<br />
constructed response items. Some questions pertaining<br />
to the support for the<br />
MSPAP and the beliefs about the MSPAP were based<br />
on a previous study in<br />
which the consequences of state assessments were<br />
examined (Koretz, Mitchell,<br />
Barron, & Keith, 1996).<br />
Sets of items on the teacher questionnaire were<br />
combined and validated by using<br />
confirmatory factor analytic (CFA) methods and<br />
measures of internal consistency<br />
to reflect the dimensions described in the following<br />
list (e.g., Lane, Stone,<br />
Parke, Han<strong>sen</strong>, & Cerrillo, 2000). For the purposes<br />
of the CFA, subsets of items<br />
were combined to form two indicators for each<br />
dimension (about equal numbers<br />
of items) except the MSPAP Impact dimension. For<br />
this dimension, only one indicator<br />
was used because the items could not be divided<br />
into two meaningful components.<br />
The indicators within each dimension are also given<br />
in the following list,<br />
as is the total number of items for each dimension,<br />
which varied to a small degree<br />
across content areas:<br />
• MSPAP Familiarity (~6 items): (a) teachers’ general<br />
familiarity with the<br />
MSPAP (i.e., purpose, format); (b) teachers’ familiarity<br />
with MSPAP results<br />
(i.e., ability to interpret, use, and explain results)<br />
• MSPAP Support (~7 items): (a) teachers’ general<br />
support for the MSPAP<br />
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