Developing Test Performance Communication Solutions in a Teacher-Researcher Partnership

Autor/inn/en	Gotch, Chad M.; Roduta Roberts, Mary
Titel	Developing Test Performance Communication Solutions in a Teacher-Researcher Partnership
Quelle	In: Educational Assessment, 27 (2022) 3, S.247-268 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gotch, Chad M.) ORCID (Roduta Roberts, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2052723
Schlagwörter	Standardized Tests; Parent Teacher Cooperation; Parent Participation; Interpersonal Communication; Scores; Reports; Elementary School Teachers; Information Dissemination; Testing; Participatory Research; Action Research + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Elternmitwirkung; Interpersonale Kommunikation; Abschlussbericht; Berichten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Informationsverbreitung; Testdurchführung; Testen; Forschungstätigkeit; Projektforschung
Abstract	Individual-level score reports represent a common artifact in teacher-parent communication about standardized tests. Previous research has documented challenges in communicating student achievement. Researchers have also leveraged teachers in the process of score report design. Little is known, however, about teachers' experiences with using score reports in authentic settings. In this study, we used a participatory action research approach in a year-long clinical partnership with four elementary teachers to iteratively propose and assess tools and strategies to support the communication of student test performance. Teachers achieved some success in their efforts, but experienced challenges of sustainability and anticipated peer buy-in. Findings from this study also illustrated a strong presence of tensions in the teachers' work related to testing and communicating test performance. Overall, involving teachers in participatory research inquiry yielded novel insights for extending score report research and improving operational practice in test companies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01