UVM Theses and Dissertations
Format:
Print
Author:
Newman, Judith K.
Dept./Program:
College of Education and Social Services
Year:
2005
Degree:
Ed. D.
Abstract:
The purpose of this study is to describe and analyze the development of a comprehensive local student assessment system in one Vermont school district. It explores the history of the development and implementation of a comprehensive system of local assessment, the central office role and impact in that process, and how this school system navigated the pitfalls associated with efforts to foster meaningfil systemic change. The development of this systemic supervisory unionwide approach to assessment took place over a period of 11 years. Much of the work in this supervisory union began prior to state and national requirements regarding assessment and accountability. In 1997, the requirement for a Comprehensive Local Assessment System (CLAS) was part of Vermont's Act 60 School Quality Standards. By investigating the development of an independent assessment model, as well as the integration of that model into state and national requirements, this study addresses a timely and relevant issue facing educational systems.
Assessment is viewed by some educational researchers as an integral part of the teaching and learning process (Black & Wiliam, 1999; Gipps, 1994, 1999; Popham, 2003; Shepard, 2000; Wiggins, 1993). A large body of research has demonstrated a need for balanced assessment systems that include new approaches to assessment (Guskey, 2003; Pellegrino, 2001; Stiggins, 2002). The issues of leadership for change and improved student performance is the subject of many reports, position papers, and studies (Fullan, 2001; Leifste, 2001; Leithwood, 1994; Riley & Louis, 2002). However, there is little research on behaviors of district personnel in creating sustainable change (Mullin & Keedy, 1998). By looking at behavior that fosters change in assessment, educators will be better equipped to move forward in this vital component of the teaching and learning process.
The research reported is a qualitative case study designed to describe the process of creating local assessments that address the state and national standards while preserving the basic purpose of guiding the instruction of each student learner. Due to the complex nature of developing a local student assessment system, setting the context and gaining first-hand knowledge of the process are key to creating an understanding of this assessment system. In qualitative case studies, researchers use descriptive and inferential methods that focus on what people report and what they do (Glesne & Peslun, 1998). According to Patton (2002), case studies are often helpful when groups of people want to reflect on ways to improve their process or understand it in new ways. In order to accurately reflect change in assessment methods, this study explores a supervisory union comprised of seven elementary schools, a middle school and high school. Data was gathered through site visits to four elementary schools, the middle school, and the high school, attendance at assessment committee meetings, and document reviews over a period of 18 months. Interviews were conducted with teachers, administrators, and board members.
The findings of this case study reveal that assessment systems do not appear independent of their context. They must be built with a vision, a shared commitment of improved student learning, and leadership focused on supporting the achievement of each student. The leaders in this case study were determined to make that vision of improved student learning come alive in spite of many obstacles. Early on in the process the administrators held an underlying belief that better assessment of students was necessary for more effective teaching and learning to occur. With that goal in mind, they began the work with a team of teachers and other administrators to build a cohesive and comprehensive system of local assessment.
Implications and recommendations of this study will be instructive in framing and informing future research and change reform efforts. Systemic change is complex and difficult to replicate due to the highly personal nature and non-linear evolution of learning organizations (Senge, 1990) that engage key stakeholders and meet the diverse needs of learners. Information will be useful to supervisory unions designing local assessment systems, developing learning communities, planning professional development, and fostering school change.
Assessment is viewed by some educational researchers as an integral part of the teaching and learning process (Black & Wiliam, 1999; Gipps, 1994, 1999; Popham, 2003; Shepard, 2000; Wiggins, 1993). A large body of research has demonstrated a need for balanced assessment systems that include new approaches to assessment (Guskey, 2003; Pellegrino, 2001; Stiggins, 2002). The issues of leadership for change and improved student performance is the subject of many reports, position papers, and studies (Fullan, 2001; Leifste, 2001; Leithwood, 1994; Riley & Louis, 2002). However, there is little research on behaviors of district personnel in creating sustainable change (Mullin & Keedy, 1998). By looking at behavior that fosters change in assessment, educators will be better equipped to move forward in this vital component of the teaching and learning process.
The research reported is a qualitative case study designed to describe the process of creating local assessments that address the state and national standards while preserving the basic purpose of guiding the instruction of each student learner. Due to the complex nature of developing a local student assessment system, setting the context and gaining first-hand knowledge of the process are key to creating an understanding of this assessment system. In qualitative case studies, researchers use descriptive and inferential methods that focus on what people report and what they do (Glesne & Peslun, 1998). According to Patton (2002), case studies are often helpful when groups of people want to reflect on ways to improve their process or understand it in new ways. In order to accurately reflect change in assessment methods, this study explores a supervisory union comprised of seven elementary schools, a middle school and high school. Data was gathered through site visits to four elementary schools, the middle school, and the high school, attendance at assessment committee meetings, and document reviews over a period of 18 months. Interviews were conducted with teachers, administrators, and board members.
The findings of this case study reveal that assessment systems do not appear independent of their context. They must be built with a vision, a shared commitment of improved student learning, and leadership focused on supporting the achievement of each student. The leaders in this case study were determined to make that vision of improved student learning come alive in spite of many obstacles. Early on in the process the administrators held an underlying belief that better assessment of students was necessary for more effective teaching and learning to occur. With that goal in mind, they began the work with a team of teachers and other administrators to build a cohesive and comprehensive system of local assessment.
Implications and recommendations of this study will be instructive in framing and informing future research and change reform efforts. Systemic change is complex and difficult to replicate due to the highly personal nature and non-linear evolution of learning organizations (Senge, 1990) that engage key stakeholders and meet the diverse needs of learners. Information will be useful to supervisory unions designing local assessment systems, developing learning communities, planning professional development, and fostering school change.