Title
Performance -based assessment: Teacher perceptions of implementation and related potential outcomes
Date of Award
12-1-2001
Document Type
Dissertation
Degree Name
Doctor of Education (Ded)
Department
Educational Leadership
First Advisor
Dr. Martha Bruckner
Second Advisor
Dr. Laura Schulte
Third Advisor
Dr. Neal Grandgenett
Fourth Advisor
Dr. Marilyn Grady
Abstract
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.
Recommended Citation
Shudak, Gary Martin, "Performance -based assessment: Teacher perceptions of implementation and related potential outcomes" (2001). Student Work. 3407.
https://digitalcommons.unomaha.edu/studentwork/3407
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Comments
A Dissertation Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education. Copyright 2001 Gary Martin Shudak.