This qualitative, action-research study used themes from appreciative interviews of Texas elementary teachers to recommend a framework for a school-wide assessment model for a Texas elementary school. The specific problem was that the Texas accountability system used a yearly measurement that failed to track progress over time and failed to accurately provide elementary classroom teachers with information about student performance in ways to guide instructional decision making. Appreciative interviews of 22 participants were analyzed using open coding and thematic analysis. Findings revealed teachers valued teacher-made assessments, consistency and alignment, multiple assessment measures, multiple assessment formats, student-centered assessment, and data-centered assessment for classroom use. Themes were triangulated with literature and public testimony of Texas teachers. Recommendations were made for educational leaders and global leadership. The research method used in this study was an Appreciative Inquiry generative research approach within a larger continuous improvement change management cycle. This is significant for global leadership as a method for implementing a process of change in an organization.
|Commitee:||Luna, Blaca Alicia, Romans, Russ|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/07(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation, Educational leadership, Elementary education|
|Keywords:||Classroom assessments, Elementary schools, Student performance, Texas|
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