Ausgabe 1/2012, 104. Jahrgang S. 44–56
Consequences of Standardized Performance Tests: Do Teachers Differ in Their Interpretation of Standardized Performance Tests?
Empirical Findings to Types of a Teaching-related ‘Control Logic’
Kurzlink: https://www.waxmann.com/artikelART100406
freier DownloadAbstract
As a result of standardized performance tests, school administration and teachers receive information concerning student achievement. This study examines how the feedback information, resulting from the Thüringer Kompetenztest, is interpreted and handled by teachers, based on a survey with Thuringian teachers (n=43). Different types of ‘control logic’ in schools are identified. Additionally, differences in the interpretation of evaluation results can be found between teachers of different subjects.
Schlagworte
new governance, performance tests, evaluation feedback, teachers
APA-Zitation
Schulze F. (2012). Folgen zentraler Lernstandserhebungen: Unterscheiden sich Lehrkräfte in der Auseinandersetzung mit Lernstandserhebungen?: Empirische Befunde zu Formen unterrichtsbezogener Steuerungslogik. DDS – Die Deutsche Schule, 104(1), 44-56. https://www.waxmann.com/artikelART100406
