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An educator's perception of STARS from selected Nebraska assessment coordinators
Abstract
This study was part of a larger four-part study that investigated the problem of implementing a state accountability system through locally developed assessment and reporting of student performance. The purpose of this quantitative, descriptive study was to survey and describe the perceptions of Nebraska assessment coordinators regarding the implementation of the School-based, Teacher-led Assessment Reporting System (STARS). Seven hundred eighteen educators from across the state of Nebraska participated in this four-part research study. Upon conclusion of the four studies, the researchers completed a comparative analysis of the four groups. The major findings of the four-part study was that educators were generally positive in their perceptions of STARS. ESU staff developers gave the STARS model the most positive responses of the four educator groups surveyed; conversely, teachers gave STARS consistently lower marks relative to the other groups. Scores from assessment coordinators and principals were generally similar and usually placed between the scores of ESU staff developers and teachers. All groups perceived that public education in Nebraska improved due to STARS with results aligning to educators' general perceptions of STARS. Other major findings of the four-part study were that curricular and assessment knowledge improved due to STARS as did teachers as leaders of learning in this teacher-led assessment system.
Subject Area
Curriculum development|Educational administration|Educational tests & measurements|Educational evaluation
Recommended Citation
Boss, Toby, "An educator's perception of STARS from selected Nebraska assessment coordinators" (2005). ETD collection for University of Nebraska-Lincoln. AAI3194108.
https://digitalcommons.unl.edu/dissertations/AAI3194108