Session Information
09 SES 05 C, Interactive Poster Session
Interactive Poster Session
Contribution
As key components of test-based school reforms in Germany national standards in education and standardized mandatory performance tests in 8th grade were implemented. Feedback information on schools performance based on state-wide mandatory tests is meant to serve as basis for teachers actions towards a development of instruction and for school development. In Germany the federal states bear the responsibility for the area of education, every state has, to a certain degree, its own way of implementing the school reforms and designing the feedback for mandatory performance tests. Quality agencies, research projects located at universities or departments at the federal states’ Ministries of Education develop the feedback design and act in accordance with the specific regulatory structures of the states. As a result the same test which is carried out nation-wide (at the same time) has several different feedback designs. Following Hattie (2007, p.81) we understand feedback “as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance […]”. In our case it would be the quality agencies or research projects located at universities that provide the feedback data to schools. The meta-analysis by Hattie (1999) shows different effect sizes of feedback on performance, which depend on the quality of feedback. Therefore, we assume that different feedback designs can result in different effects on the teacher level. The current state of research on feedback shows limited use of performance feedback for measures of instructional development and school development. However, little is known about the reasons why these effects occur. Based on the conceptual framework for analysing the significant features of school performance feedback systems (SPFS) identified by Visscher (2002) we extracted those criteria that are supposed to be crucial for the use of feedback, according to empirical evidence are supposed to be crucial for the use of feedback. To Visschers (2002) criteria we added new ones which we considered to be relevant based on research findings in the context of feedback for mandatory performance tests in Germany. This set of analysis criteria, such as “applicability of feedback data” or “didactic implication”, was tested in a document analysis of the feedback designs and regulatory structures from four federal states of Germany (and three different designs). Afterwards the set of criteria was tested based on the qualitative interviews.
The study was primarily conducted to determine conducive and obstructive patterns of action regarding the usage of mandatory test-data in form of feedback within schools. In the present analysis we identified two issues which we wanted to investigate:
Are teachers’ perception and usage of feedback related to state specific constellations of feedback designs and its features?
And if they are, how do differences in feedback designs resp. feedback systems affect teachers’ perception and action?
Method
Expected Outcomes
References
Ackeren, I. van (2003). Evaluation, Rückmeldung und Schulentwicklung. Erfahrungen mit zentralen Tests, Prüfungen und Inspektionen in England, Frankreich und den Niederlanden. Münster: Waxmann. Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. In: A Coefficient of Agreement for Nominal Scales 20, H. 1, 37-46. Hattie, J. (1999). Influences on Student Learning. Inaugural Lecture: Professor of Education, University of Auckland. Retrieved from www.education.auckland.ac.nz/uoa/fms/default/ education/staff/Prof.%20John%20Hattie/Documents/Presentations/influences/Influences_on_ student_learning.pdf). Hattie, J. & Timperley, H. S. (2007). The power of feedback. Review of Educational Research, 77, 81-112. Kluger, A. N. & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 119(2), 254–284. Mayring, P. (2010). Qualitative Inhaltsanalyse. In: Mey, G./Mruck, K. (Hrsg.): Handbuch Qualitative Forschung in der Psychologie. Wiesbaden: VS Verlag, S. 601-613. Visscher, A.J. (2002). A framework for studying school performance feedback systems. In: Visscher, A.J. & Coe, R. (Eds.) School improvement through performance feedback. Lisse/Abingdon/Exton/Tokyo: Swets and Zeitlinger. Yin, Robert K. (2009). Case Study Research. Design and Methods Sage Publications, Thousand Oaks, 4th ed. 2009, pp. 240.
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