{"title":"The interplay of user beliefs and situated characteristics in explaining school performance feedback use","authors":"E. Goffin, R. Janssen, J. Vanhoof","doi":"10.1080/09243453.2022.2041048","DOIUrl":null,"url":null,"abstract":"ABSTRACT The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"456 - 478"},"PeriodicalIF":2.8000,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2022.2041048","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed.
期刊介绍:
School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform