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’
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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.
new governance, performance tests, evaluation feedback, teachers