Assessing Core Skills: A Study of Teacher Attitudes, Self-Efficacy, and Collaboration

Autor/in	Phillips, Paul Anthony
Titel	Assessing Core Skills: A Study of Teacher Attitudes, Self-Efficacy, and Collaboration
Quelle	(2022), (161 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arizona State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-8027-0982-5
Schlagwörter	Hochschulschrift; Dissertation; Competency Based Education; Evaluation; Teaching Skills; Teacher Attitudes; Self Efficacy; Cooperation; Educational Innovation; Program Implementation; High School Teachers; Grading; Communication Skills; Observation; Questioning Techniques; Hypothesis Testing; Feedback (Response); Communities of Practice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Evaluierung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Co-operation; Kooperation; Instructional innovation; Bildungsinnovation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Notengebung; Schulnote; Kommunikationsstil; Beobachtung; Befragungstechnik; Fragetechnik; Hypothesenprüfung; Hypothesentest; Community
Abstract	Most grading done at high schools in the United States results in a single grade for a single class on a report card or transcript. A single number or letter lacks context and cannot effectively communicate a student's proficiency in content or skills. Altering or expanding a school's grading scheme may originate at the district or school level, but that is not where the work is done. A student's grade is often solely constructed by the individual teacher for the individual class. As such, any change to an assessment system must start with teachers. This action research project was designed to involve teachers in an innovation investigating the utility and efficacy of using a competency-based assessment system to assess the school's core skills of collaborating, communicating, observing, questioning, speculating and hypothesizing, evaluating, and applying knowledge. The complimentary study associated with the research questions analyzed faculty attitudes, self-efficacy, and collaboration during the innovation. Quantitative data was collected from a single survey taken at three different times throughout the study. Qualitative data was collected from two focus group interviews and seven individual interviews. The results of the study highlight the important role of student feedback, the tension between a latent versus active curriculum, the need for flexibility when working with faculty, and the promise of professional learning communities. Finally, implications for practice and suggestions for further study and next steps are discussed. [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	2024/1/01