SRI-Teknisk rapport-sen.v13 - DPU

K.5 Who collected the data? Researcher
K.6 Do the authors' describe any ways they addressed
the repeatability or reliability of their data
collection tools/methods?
K.7 Do the authors describe any ways they have
addressed the validity or trustworthiness of their
data collection tools/methods?
K.8 Was there a concealment of which group that
subjects were assigned to (i.e. the intervention or
control) or other key factors from those carrying
examined: (a) MSPAP Impact and
(b) Current Classroom Instruction and Assessment.
The MSPAP Impact dimension,
as opposed to the Change in Classroom Instruction
and Assessment dimension,
was used because it focused more explicitly on the
impact of the MSPAP.
The Change in Classroom Instruction and Assessment
dimension assessed the
classroom environment more generally. From the
student questionnaire, the Current
Instruction dimension and two Likert-type scaled
items were analyzed: (a) In
class this year, how often did you work on tasks
such as those on the MSPAP? (b)
How important is it for you to do well on the
MSPAP?
Coding is based on: Reviewers' inference
Details
The instruments (The questionnaires consisted of
both Likert-type (usually 4-point scales) and constructed
response items) were piloted in the spring
of 1996 in Maryland schools and were reviewed by
Maryland teachers. Teachers reviewed the questionnaires
to ensure that the important outcomes
and processes were being measured. There is an
element of triangulation by asking the same questions
to different types of informants (teachers,
students) when this was possible e.g the student
questionnaires paralleled the teacher questionnaires
when appropriate.
Details
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).
The instruments were piloted in the spring of 1996
in Maryland schools and were reviewed by Maryland
teachers. Teachers reviewed the questionnaires to
ensure that the important outcomes and processes
were being measured.
No (please specify)
There is not any need to concealment. he following
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