Teachers' perceived usefulness of strategy microanalytic assessment information

Timothy J. Cleary, Barry J. Zimmerman

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

The current study examined special education teachers' ratings of the usefulness of strategy microanalytic assessment (SMA) (i.e., self-regulation, strategy use) and standardized norm-referenced assessment information (SNRA) (i.e., cognitive and academic skills). Ninety-six participants separately rated the frequency with which SMA and SNRA are used in schools and the usefulness of each report [i.e., Teacher Rating Questionnaire (TRQ)] for intervention planning about a case study. A mixed model experimental design revealed that even though SNRA information is more typical of the data provided in evaluation reports/Individualized Educational Programs, the SMA data were rated significantly more helpful than the SNRA for enhancing important school-related outcomes (e.g., test performance) as well as teacher-related roles (e.g., developing instructional plans). Despite the participants' consistent preference for SMA information, their overall TRQ ratings of the SNRA were positive.

Original languageEnglish (US)
Pages (from-to)149-155
Number of pages7
JournalPsychology in the Schools
Volume43
Issue number2
DOIs
StatePublished - Feb 1 2006
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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