Performance -based assessment: Teacher perceptions of implementation and related potential outcomes
2001
- 45Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage45
- Downloads43
- Abstract Views2
Thesis / Dissertation Description
The purposes of this study were to determine: (a) whether and to what extent teachers' perceptions of a district-wide performance-based student assessment program (PBA) correlated with teacher demographics (sex, age, years in the district, years teaching, regular or special education, grade level/subject area taught, elementary or secondary assignment, year of undergraduate degree, and highest level of education attained); (b) whether and to what extent teachers' perceptions of the implementation of PBA correlated with their perceptions of PBA's effects on teaching behaviors, professional identity, relationships with others in the profession, and student achievement; (c) the extent to which teachers felt the implementation was successful and their recommendations for improvement of the implementation of PBA.
Bibliographic Details
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