用户信念与情境特征在解释学校绩效反馈使用中的相互作用

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-07-03 DOI:10.1080/09243453.2022.2041048

E. Goffin, R. Janssen, J. Vanhoof

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引用次数: 1

摘要

摘要本研究探讨了学校绩效反馈（SPF）使用的预测因素。总共有470名佛兰德教育专业人员接受了学校外部低风险标准化评估中SPF使用情况的调查。进行了路径分析，以调查个人用户信念如何影响学校层面SPF的使用，以及这些信念如何调节学校层面特征对学校组织、表现和自愿的影响。研究结果包括，用户的认知态度和对他人的感知期望对学校SPF的参与度影响很小，这些预测因素介导了某些组织特征的影响。尽管绩效水平不会影响学校层面的反馈使用，但追求反馈的自愿性，尤其是以SPF为导向的学校文化，成为了驱动因素。对实践的影响包括需要在基于数据的决策中激发所有权。并对进一步研究的建议进行了讨论。

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The interplay of user beliefs and situated characteristics in explaining school performance feedback use

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.

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

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