Thursday Jan 14 at 11:58am
Teacher’s Attitude towards State-Wide Educational Assessments
Statements. 1- unsatisfactory 2 3 4 5- Exceptionally Statified
- The teacher provides interesting topics.
- The teacher is helpful and willing to work with students
- The teacher is engaging
- Give an adequate amount of time to complete assignments
- The teacher does not allow students to bring new ideas to the table
Factors that could influence a teacher’s honest response could include how they feel about there job overall, are they happy in the workplace? How they treat and are treated by other individuals, how interested they are in the topics they are learning and/or teaching. If they are currently unhappy they will more than likely express it in indirect ways such as an assessment. When you have a scale like this with 1-5, there is nowhere for feedback or if the data comes back as neutral does it help in any way? It can sometimes lead to unhealthy competitions (Brown & Mayeu-Olivares, 2011) An advantage would be it is a consistent and very straightforward way of collecting data on a specific topic, easy to interpret results. Having a scale like this can lead to increased productivity because you can see where you are on the scale in conjunction with others.
A weakness in my scale would be not having enough questions to truly get an accurate representation of what the question is at hand. If I am not asking the right questions then my data is garbage. The strength of my scale is it doesn’t leave any opportunity for opinion, it is just straight forward answers and then taking the data and crunching it to develop an opinion on the results. The numbers will speak for themselves if the assessment was conducted correctly.
References:
Brown, A., & Maydeu-Olivares, A. (2011). Item response modeling of forced-choice questionnaires. Educational and Psychological Measurement, 71(3), 460-502.
Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101(5), 275-286.