Evaluating School and Parent Reports of the National Student Achievement Testing System (SIMCE) in Chile: Access, Comprehension, and Use

Autor/inn/en	Taut, Sandy; Cortes, Flavio; Sebastian, Christian; Preiss, David
Titel	Evaluating School and Parent Reports of the National Student Achievement Testing System (SIMCE) in Chile: Access, Comprehension, and Use
Quelle	In: Evaluation and Program Planning, 32 (2009) 2, S.129-137 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0149-7189
DOI	10.1016/j.evalprogplan.2008.10.004
Schlagwörter	Focus Groups; Foreign Countries; Administrator Attitudes; Parent Attitudes; Teacher Attitudes; Telephone Surveys; Access to Information; Test Use; Test Interpretation; National Competency Tests; Achievement Tests; Educational Assessment; Educational Indicators; Academic Records; Chile + Suchen Sie Ihr Suchwort? Ausland; Elternverhalten; Lehrerverhalten; Telephone interview; Telefoninterview; Testanwendung; Test analysis; Testauswertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation
Abstract	This evaluation examined school and parent reports of the national student achievement testing system (SIMCE) in Chile regarding three dimensions: access, comprehension, and use. We conducted phone surveys with a representative sample of directors (N = 375), teachers (N = 1145) and parents (N = 625), and we collected more in-depth data through interviews and focus groups in 16 of these schools. The results indicate that access to the reports is not an obstacle to use for school actors, but it is for parents. While summative ratings of the reports in terms of their clarity and utility were generally very positive, the actual recall and interpretation of even basic information (assessed through case scenarios) was incorrect for a majority of teachers and parents, and reported uses of the information were both intended and unintended in nature. We also found some statistically significant differences regarding comprehension and use among subgroups of our sample. Our findings are especially relevant given the expectations attached to the use of the reports for school improvement on the one hand, and parents' behavior as critical consumers of education on the other hand. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10