Literaturnachweis - Detailanzeige
| Autor/in | Tuckwiller, Brenda L. |
|---|---|
| Titel | Teacher Perspectives on Performance Based Student Assessment in Career and Technical Education in West Virginia Public Schools |
| Quelle | (2012), (150 Seiten)
PDF als Volltext Ed.D. Dissertation, Marshall University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2675-3814-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Performance Based Assessment; Vocational Education; Vocational Education Teachers; Secondary Education; Postsecondary Education; Knowledge Level; Barriers; Teacher Surveys; Public Schools; Correlation; West Virginia |
| Abstract | The purpose of this study was to investigate career and technical education teachers' level of knowledge and use of performance based student assessment practices in West Virginia's secondary and post-secondary career education centers. In addition, this study sought to determine what relationships, if any, exist between levels of knowledge and use of performance based student assessment practices. Finally, this study described factors identified by respondents as supports or barriers to implementation of performance based student assessment. A researcher-developed survey was used to collect data. The study population consisted of engineering, hospitality and health occupations teachers in career and technical education programs in West Virginia's public schools. Four hundred and fourteen career and technical education educators from 48 West Virginia career and technical education facilities responded to the survey. Teachers reported good to very good knowledge of performance based student assessment practices and indicated they were using a majority of the practices on a regular to frequent basis. Teacher knowledge of practices was significantly different based on years of teaching experience and participation in training on performance based student assessment practices. The correlation between levels of knowledge and use totals was significant and moderately strong. Teacher support from administration was identified most often as a supporting factor for teacher implementation of performance based student assessment practices. Lack of time, resources, and infrastructure were factors most often identified as barriers to implementation of performance based student assessment practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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