{"title":"语言问题:教师和家长对教育测试成绩标签的认知","authors":"Francis O’Donnell, S. Sireci","doi":"10.1080/10627197.2021.2016388","DOIUrl":null,"url":null,"abstract":"ABSTRACT Since the standards-based assessment practices required by the No Child Left Behind legislation, almost all students in the United States are “labeled” according to their performance on educational achievement tests. In spite of their widespread use in reporting test results, research on how achievement level labels are perceived by teachers, parents, and students is minimal. In this study, we surveyed teachers (N = 51) and parents (N = 50) regarding their perceptions of 73 achievement labels (e.g., inadequate, level 2, proficient) used in statewide testing programs. These teachers and parents also sorted the labels according to their similarity. Using multidimensional scaling, we found labels used to denote the same level of performance (e.g., basic and below proficient) were perceived to differ in important ways, including in their tone and how much achievement they convey. Additionally, some labels were perceived as more encouraging or clear than others. Teachers’ and parents’ perceptions were similar, with a few exceptions. The results have important implications for reporting results that encourage, rather than discourage, student learning.","PeriodicalId":46209,"journal":{"name":"Educational Assessment","volume":"27 1","pages":"1 - 26"},"PeriodicalIF":2.1000,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Language Matters: Teacher and Parent Perceptions of Achievement Labels from Educational Tests\",\"authors\":\"Francis O’Donnell, S. Sireci\",\"doi\":\"10.1080/10627197.2021.2016388\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Since the standards-based assessment practices required by the No Child Left Behind legislation, almost all students in the United States are “labeled” according to their performance on educational achievement tests. In spite of their widespread use in reporting test results, research on how achievement level labels are perceived by teachers, parents, and students is minimal. In this study, we surveyed teachers (N = 51) and parents (N = 50) regarding their perceptions of 73 achievement labels (e.g., inadequate, level 2, proficient) used in statewide testing programs. These teachers and parents also sorted the labels according to their similarity. Using multidimensional scaling, we found labels used to denote the same level of performance (e.g., basic and below proficient) were perceived to differ in important ways, including in their tone and how much achievement they convey. Additionally, some labels were perceived as more encouraging or clear than others. Teachers’ and parents’ perceptions were similar, with a few exceptions. The results have important implications for reporting results that encourage, rather than discourage, student learning.\",\"PeriodicalId\":46209,\"journal\":{\"name\":\"Educational Assessment\",\"volume\":\"27 1\",\"pages\":\"1 - 26\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2021-12-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Assessment\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/10627197.2021.2016388\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Assessment","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10627197.2021.2016388","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4
摘要
摘要:由于《不让一个孩子掉队法》(No Child Left Behind)所要求的基于标准的评估实践,美国几乎所有学生都根据他们在教育成就测试中的表现被“贴上标签”。尽管成绩等级标签广泛用于报告测试结果,但关于教师、家长和学生如何看待成绩等级标签的研究却很少。在这项研究中,我们调查了教师(N = 51)和家长(N = 50)对全州测试项目中使用的73个成就标签(例如,不足,2级,熟练)的看法。这些老师和家长还根据他们的相似度对标签进行分类。使用多维尺度,我们发现用于表示相同表现水平的标签(例如,基本和精通以下)在重要方面被认为是不同的,包括他们的语气和他们传达了多少成就。此外,一些标签被认为比其他标签更令人鼓舞或更清晰。除了少数例外,老师和家长的看法是相似的。这些结果对于报告鼓励而不是阻碍学生学习的结果具有重要意义。
Language Matters: Teacher and Parent Perceptions of Achievement Labels from Educational Tests
ABSTRACT Since the standards-based assessment practices required by the No Child Left Behind legislation, almost all students in the United States are “labeled” according to their performance on educational achievement tests. In spite of their widespread use in reporting test results, research on how achievement level labels are perceived by teachers, parents, and students is minimal. In this study, we surveyed teachers (N = 51) and parents (N = 50) regarding their perceptions of 73 achievement labels (e.g., inadequate, level 2, proficient) used in statewide testing programs. These teachers and parents also sorted the labels according to their similarity. Using multidimensional scaling, we found labels used to denote the same level of performance (e.g., basic and below proficient) were perceived to differ in important ways, including in their tone and how much achievement they convey. Additionally, some labels were perceived as more encouraging or clear than others. Teachers’ and parents’ perceptions were similar, with a few exceptions. The results have important implications for reporting results that encourage, rather than discourage, student learning.
期刊介绍:
Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.