Accountability policies and teachers' acceptance and usage of school performance feedback – a comparative study

Abstract

Abstract This paper implemented a comparative approach to investigate the relationships between test-based school accountability policies in 2 German states and teachers' acceptance and usage of feedback information. Thuringia implemented mandatory tests for secondary schools based on competency modeling and performance data controlled for socioeconomic variables. In comparison to Thuringia, mandatory testing in Baden-Württemberg is rather simple, not based on competency modeling and performance feedback is not controlled for socioeconomic variables. Drawing on a model of quality features of school performance feedback systems, it was hypothesized that mandatory testing in Thuringia leads to higher teacher evaluation of mandatory testing and usefulness of performance feedback. Analysis of quantitative survey data for math teachers (n = 357) showed that teachers in Thuringia rather accept mandatory testing and describe performance feedback information as more useful for educational diagnosis, student tutoring, and repetition. The paper finally discusses to what extent the observed differences can be attributed to the respective testing system. Keywords: test-based accountabilitydata-based school improvementcomparative researchschool performance feedbackteacher Notes 1. http://www.kompetenztest.de 2. Thüringer Institut für Lehrplanentwicklung, Lehrerfortbildung und Medien. 3. Landesinstitut für Schulentwicklung in Stuttgart. 4. http://www.dva-bw.de 5. Sample features were compared with population data provided by the "Statistische Landesamt Baden-Württemberg":http://www.statistik.Baden-Württemberg.de