Listening to Teachers: Sample Focus Group and Survey Materials

Transcription

1 Listening t Teachers: Sample Fcus Grup and Survey Materials Overview The Student Assessment Inventry fr Schl Districts supprts a prcess t evaluate the assessments students currently take and then determine the minimum testing necessary t serve essential diagnstic, instructinal and accuntability purpses. The prcess shuld als lead t actins that ensure that every district-mandated assessment is f high quality, prvides the infrmatin needed fr specific schl and district purpses, and is supprted by structures and rutines s that assessment results are actually used and actin steps that will help students are taken. While the success f this prcess rests n several factrs, ne f the mst critical is the extent t which district leaders intentinally incrprate the perspectives, experiences and expertise f teachers and ther educatrs acrss schls. Teachers are the primary administratrs, interpreters and users f assessments, and their frnt-line perspectives are essential fr taking the temperature n the assessment envirnment in the district and building the case fr actin. Reviewing and making changes t a district assessment prgram requires an investment in time and the will t make changes t ften-ingrained practices. Clearly cmmunicating t teachers the imprtance and urgency f this effrt will help ensure mmentum leading t actin. Having clear signals frm teachers abut the urgency f the effrt als will help ensure mmentum. Additinally, teachers experiences and expertise with the assessments their students are taking are fundatinal t understanding the assessments, identifying discnnects between purpse and use, hw the results are being used, and what can be dne t make individual assessments and the district s assessment prgram as a whle mre effective and cherent. Ensuring that teachers understand and supprt the recmmendatins that emerge frm the inventry prcess and if nt, revisiting the recmmendatins is als a crucial step in ensuring that the prcess leads t actin that benefits students. This resurce is designed t guide districts in the steps necessary t design and use fcus grups and surveys t incrprate teacher perspectives, experiences and expertise in the inventry prcess. It includes tw types f infrmatin. Instructins. Achieve recmmends fllwing a set f steps t design, build, use and analyze teacher surveys and fcus grups t effectively incrprate this infrmatin in the inventry prcess and build tward actinable recmmendatins. A set f guidance and resurces (beginning n page 2) addresses cmmn questins abut hw and when t use teacher fcus grups and surveys within the inventry prcess. It als includes design cnsideratins district leaders can cnsider as they develp these feedback instruments, use infrmatin gathered frm teachers, and cmmunicate findings with participants and stakehlders. Districts experienced in designing fcus grups and surveys may feel cmfrtable skipping this sectin and mving directly t the sample teacher fcus grup and survey questins, beginning n page 6. CC BY 4.0 Achieve Districts may use r adapt. If mdified, please attribute Achieve and re-title.

2 Inventry Tls. This resurce prvides sample teacher fcus grup and survey questins that district leaders can use r adapt as part f their lcal assessment inventry prcess. There are tw sets f fcus grup and survey prtcls. Taking the Temperature n Assessments (beginning n page 6) fcuses n illuminating teacher perspectives n the district s assessment prgram as a whle t build a greater understanding f the testing envirnment and help build a case fr actin. Understanding Assessment Use (beginning n page 12) is intended t guide districts in develping a mre precise understanding f teachers experiences with particular assessments t build tward recmmendatins fr eliminating r strengthening thse assessments. Given the large number f assessments that may be administered in a district, it is recmmended that districts ask teachers these questins abut a limited number f assessments. The criteria fr selectin f thse assessments culd include the number f students wh take the assessment, assessment cst, r cncerns raised by teachers abut an assessment during initial fcus grups r surveys. Depending n district cntext, leadership teams may decide t use fcus grups r surveys t illuminate teacher perspectives, experiences and expertise. As such, bth sectins include questins apprpriate fr each f these frmats. Instructins: Guidance and Resurces This guidance is intended t assist district leaders in develping a prcess fr using teacher fcus grups and/r surveys as part f the assessment inventry prcess. 1. DETERMINING DISTRICT NEEDS FOR TEACHER FEEDBACK BASED ON THE REFLECT AND PLAN QUESTIONS IN THE STUDENT ASSESSMENT INVENTORY FOR SCHOOL DISTRICTS At the utset f the assessment inventry prcess, district leaders shuld address the Reflect and Plan questins n page 4 f the Student Assessment Inventry fr Schl Districts. These questins ask districts t think abut the cntext, bjectives and structure f the inventry prcess. District leaders are then encuraged t develp a baseline understanding f teachers assessment use thrugh the Taking the Temperature n Assessments fcus grup and survey prtcls beginning n page 6. Once that baseline infrmatin has been gathered and districts begin t cllect infrmatin fr the Inventry Table (see pages 8 and 9 f the Student Assessment Inventry fr Schl Districts), it is recmmended that districts then ask teachers abut the use f specific lcal assessments thrugh a separate fcus grup r survey. Sample questins n this tpic can be fund in the Understanding Assessment Use prtcls beginning n page DECIDING WHETHER TO USE A FOCUS GROUP, SURVEY OR BOTH Once districts have determined whether t use r adapt the Taking the Temperature n Assessments r Understanding Assessment Use set f prtcls, they will need t decide whether using a fcus grup r survey (r bth) is mre apprpriate t get feedback frm teachers. Fcus grups allw fr additinal prbing and fllw-up questins and als allw asking questins f particular individuals wh may have deep knwledge and insight abut assessment (e.g., veteran teachers, schl assessment crdinatrs). On the ther 2

3 hand, fcus grups are generally mre cstly than surveys t rganize, staff and analyze, and they require access t skilled fcus grup mderatrs. Surveys allw districts t gather infrmatin frm a large number f teachers in a relatively shrt perid f time, and answers can be easily aggregated. Teachers may als feel mre cmfrtable cmpleting a survey than talking in a fcus grup. Hwever, surveys d nt allw fr additinal prbing questins, and respnse rates may be lw, especially if a survey takes t lng t cmplete. Districts are encuraged t carefully weigh these issues in light f resurce and timeline cnsideratins, as well as lcal cntext and needs. 3. DESIGNING A SUCCESSFUL FOCUS GROUP OR SURVEY PROCESS There are multiple design cnsideratins fr fcus grups and surveys. These include fcus grup and survey administratin, participatin, setting and design. The fcus grup and survey prtcls included in this resurce are penly licensed, and districts are encuraged t add and/ r adapt questins and prtcls as needed based n lcal pririties and cntext. Belw, fcus grup and survey design cnsideratins are described separately. Fcus Grup Design Cnsideratins Wh shuld administer a fcus grup? District leaders can chse t administer their wn fcus grups r wrk with an utside rganizatin with experience cnducting fcus grups. If district leaders decide t keep fcus grups in huse, they shuld select fcus grup mderatrs wh are cmfrtable speaking with teachers, have a high level f rapprt with participants and with whm teachers are likely t feel they can be pen and hnest. If district leaders have limited time r capacity fr cnducting fcus grups, they can cnsider utilizing the expertise f lcal institutes f higher educatin, cmmunity-based rganizatins fcused n educatin and cnsultants with fcus grup expertise. Wh shuld participate in a fcus grup? We encurage districts t make every effrt t recruit teachers with diverse perspectives fr fcus grups. It is helpful t grup teachers in such a way as t illuminate the assessment picture frm different student perspectives fr example, gruping teachers by grade span, including teachers and ther educatrs in specialized rles (e.g., English language learner specialists, special educatin specialists, cntent specialists, instructinal caches, cunselrs) that add imprtant insights t the assessments students take in thse areas. District leaders shuld als strive t ensure that fcus grups are demgraphically representative f the lcal teaching frce, taking int cnsideratin, fr example, race/ethnicity, gender and years f classrm experience. Additinally, district leaders will want t carefully cnsider the number f fcus grups that will be needed t get a detailed picture f a district s assessment landscape, as well as the number f participants that can be reasnably accmmdated in any ne fcus grup. Typically, the mst effective fcus grups d nt exceed mre than 10 individuals t allw all participants multiple pprtunities t cntribute t the cnversatin. The fcus grup mderatr shuld be accmpanied by a dedicated nte-taker s that all respnses can be recrded. What are the best pprtunities t cnduct a fcus grup? Districts r cmmunity rganizatins can use a range f frmal and infrmal pprtunities t gather feedback thrugh fcus grups. There may be already-scheduled events where large numbers f teachers will be present, such as a prfessinal develpment wrkshp, which can be cnvenient and minimally disruptive fr participants. Gathering infrmal feedback thrugh small ad-hc fcus grups is anther key pprtunity, especially fr districts with limited resurces r shrter timelines fr the inventry prcess. 3

4 Survey Design Cnsideratins Hw shuld surveys be used t generate the mst useful infrmatin? District leaders shuld take int accunt several cnsideratins as they design surveys as part f the inventry prcess. Chse nly the questins that are mst likely t generate the infrmatin needed. In priritizing sme questins ver thers, be sensitive t the time needed t cmplete the survey. Chse questin types that best match needs and capacity t analyze data. A variety f questin types are included in these sample surveys, all with different implicatins fr data analysis. Fr instance, pen-ended questins have the benefit f enabling respndents t prvide their persnal feedback, but they can be time cnsuming t analyze when lking at hundreds f respnses. Cnversely, multiple-chice respnses are very easy t cde fr data analysis but d nt typically give respndents an pprtunity t prvide in-depth feedback. After identifying the questins that wuld be mst helpful, edit them as needed t ensure they fit the district s lcal cntext and will resnate with respndents. Phrases in brackets within the template indicate places where the language needs t be custmized r remved prir t being released publicly. These areas shuld be updated with the apprpriate infrmatin. Decide whether t ask respndents t prvide the name f their schl r ther identifying infrmatin as part f this survey. If these types f questins are included, it is highly recmmended that they be clearly listed as ptinal and be placed at the end f the survey s individuals are fully aware f what will be shared prir t prviding their infrmatin. Prir t implementing the survey, try ut the survey items n a small number f ptential survey participants t get their feedback n the questins asked, clarity f questins and length f time the survey tk. Wh shuld administer a survey? Surveys can be administered by a district r third-party rganizatin. District leaders may want t administer their wn surveys if they have prir experience develping and administering them, have had gd respnse rates with previus surveys, and/r have sufficient capacity and expertise. District leaders may want t cnsider using an external, third-party rganizatin t administer a survey if sufficient resurces exist t hire an utside firm with expertise, the district has little experience designing and administering its wn surveys, and/r there are significant cncerns arund privacy and annymity f results. Wh shuld be surveyed? Depending n district size, resurces and capacity, district leaders can chse t either survey all teachers (census survey) r select a representative sample f teachers acrss multiple criteria (e.g., grade level r span; subject r specialized rle, such as English language learner specialists r special educatin specialists; teaching experience). If district leaders are interested in feedback n a particular assessment (e.g., an assessment used in special educatin), versampling a particular grup f teachers (e.g., special educatin teachers) may be warranted. Districts shuld als strive t cllect surveys frm a demgraphically representative sample f the teaching frce, taking int cnsideratin, fr example, race/ethnicity, gender and years f classrm experience. If initial survey results are nt representative, districts shuld cnsider targeting additinal individuals frm underrepresented grups with fllw-up survey requests. 4

5 4. NEXT STEPS: ANALYSIS, USE AND COMMUNICATION OF RESULTS After districts have cnducted all teacher fcus grups and/ r surveys, infrmatin gathered frm these surces needs t be analyzed and incrprated int the Inventry Table (see pages 8 and 9 f the Student Assessment Inventry fr Schl Districts). District leaders shuld als cmmunicate results f the fcus grups and surveys t participants (and depending n timing and cntext, the public) t demnstrate that teachers vices are being heard in the inventry prcess. Analyzing and using results. Fcus grups and surveys are part f the inventry prcess, and districts are encuraged t cnsider hw these findings will infrm the Inventry Table, verall analysis and recmmendatins. Please refer t pages 5 6 f the Student Assessment Inventry fr Schl Districts fr a set f ptential analysis questins. Analyzing the respnses shuld like the larger inventry prcess emphasize bth teacher experiences and impact n students. D particular assessments mentined by teachers fall within a specific grade level r grade band, r are these assessments taken by a specific subgrup f students? Are there cncerns abut the amunt f testing in particular grades r subjects? This infrmatin frm teachers shuld als help infrm the district abut the usefulness f specific assessments fr particular purpses, such as imprving instructinal practice r diagnsing student needs. The results may als infrm systemic needs arund assessment and data literacy, fr example. Key findings frm fcus grups and surveys shuld be reflected in the Inventry Table and the brader assessment inventry analysis. Cmmunicating the results t participants and the public. It is imprtant that district leaders cmmunicate t fcus grup and survey participants that their respnses and suggestins are infrming recmmendatins. Examples f cmmunicatin t participants culd include a letter t participants with a summary f what was learned thrugh the sessins r survey, an invitatin t a district r bard meeting during which results will be discussed, and a timeline fr mving frm feedback t recmmendatins t actin. District leaders may als want t cnsider releasing a summarized set f findings frm the fcus grups and surveys t the brader public as an interim step during the inventry prcess. Additinal Resurces These additinal resurces may be helpful in designing and administering surveys and fcus grups. Achieve (2012). Feedback Lps fr Cmmn Cre Standards Implementatin: Survey Tls fr State Educatin Leaders. TOSHAREv2.pdf Duke Initiative n Survey Methdlgy. Pew Research. Questinnaire Design. 5

6 Taking the Temperature n Assessments This sectin, which includes bth sample fcus grup and survey questins, fcuses n illuminating teacher perspectives n the district s assessment prgram as a whle t build a greater understanding f the testing envirnment and help build a case fr actin. It is recmmended that these questins be asked f teachers tward the beginning f the prcess, prir t the Inventry Table being cmpleted. Cnducting early fcus grups r surveys helps make the case fr why an inventry prcess is needed and will lead t cncrete actin. It als prvides baseline data that districts can use t infrm the inventry prcess and later fcus grups and/r surveys n assessment use. Again, the prtcls and questins listed belw are penly licensed, and districts are encuraged t add and/r adapt questins and prtcls as needed based n lcal pririties and cntext. TAKING THE TEMPERATURE ON ASSESSMENTS: SAMPLE FOCUS GROUP QUESTIONS INTRODUCTION AND WARM-UP A warm-up perid fr fcus grups is imprtant t help participants understand the gals fr the sessin, create a cmmn understanding arund hw participants and the mderatr will interact, and build cmfrt amng participants and with the mderatr. Belw are a suggested set f grund rules and an intrductry exercise, fllwed by sample fcus grup questins. Nte t mderatr: Prir t cnducting this fcus grup, it is imprtant t be clear with participants abut the types f assessments fr which the district wuld like feedback. Will there be discussin nly f assessments that are given acrss multiple classrms r schls as part f a district/ schl assessment prgram, r is the district als interested in teacher-develped classrm assessments? This shuld be discussed as part f the intrductin and warm-up. We encurage yu t add and/r adapt questins t best meet yur lcal needs and cntext. 6

7 Intrductin f mderatr and fcus grup guidelines: > We re ging t be talking abut testing in ur lcal public schls. This will help the district better understand the vlume, quality and use f assessments given in the district. > This fcus grup is part f a larger prcess t take stck f the lcal assessments given t students in ur district. We hpe this prcess will help districts make decisins abut which assessments are high quality and necessary fr essential instructinal, diagnstic and accuntability purpses and which assessments can be mdified r eliminated. > One persn shuld speak at a time. > There are n wrng answers t any f these questins. We are interested in hearing yur perspectives as teachers. > We value cnfidentiality. We will nt assciate any feedback that cmes ut f this fcus grup with a particular individual. > Everyne will have a chance t speak. If yu have nt had an pprtunity t prvide yur perspective, I may call n yu. > Please turn ff r silence yur cell phnes. Disclsure f nte-taking: > A nte-taker is present t make sure that we get all f yur feedback. The nte-taker will nt assciate cmments with names. Parking lt: > There is a parking lt chart/bard/area where we can put ideas r thughts that cme up in ur discussin that are imprtant but may nt be related t the purpse f this grup. We want t capture thse imprtant thughts, but we als want t keep fcused n the purpse f ur meeting. These ideas r thughts will be shared with apprpriate individuals fllwing the meeting. Cmmunicating results f fcus grups: > The results f the fcus grups will be summarized, and yu will receive a summary by {date}. If we missed any key pints yu raised during this cnversatin, please let us knw. Intrductry exercise (pssible ptins): > Why did yu becme a teacher? > What is the purpse f educatin? > Describe yur mst psitive experience with taking a test as a student. > Are there additinal nrms the grup wuld like t add? 7

8 FOCUS GROUP QUESTIONS 1. What grade(s) and/r subject(s) d yu teach? 2. Hw lng have yu wrked in this district? instructinal practice, diagnsing student needs r predicting a student s later perfrmance? Why have they nt been helpful? (Mderatr prmpt: assessment nt aligned t standards, results nt timely r in a helpful frmat, nt designed t infrm instructin, etc.) 3. Fr teachers wh have been wrking this district fr at least five years, hw has assessment in this district changed, if at all, in that time? 4. D yu think students in this district are given t many assessments, nt enugh assessments r abut the right number f assessments thrughut the schl year? Why? 5. What are yu hearing abut assessment frm ther teachers? What are yu hearing frm parents? What are yu hearing frm students? 6. What are sme examples f district assessments that have been helpful t yur wrk, such as infrming instructinal practice, diagnsing student needs r predicting a student s later perfrmance? Hw have they been helpful? (Mderatr prmpt: strng alignment t standards, timely results, helpful reprting, helps infrm instructin, etc.) Hw culd they be changed t be mre helpful? 8. What lcal assessments, if any, wuld yu suggest the district cntinue t administer as it des tday? Why? 9. What lcal assessments, if any, wuld yu suggest the district cnsider eliminating frm the assessment prgram? Why? 10. What lcal assessments d yu think need significant changes? Why? (Mderatr prmpt: imprve alignment r reprting, reduce frequency f administratin, limit the grades r subject areas assessed, fcus n a smaller subset f students wh must take the assessment) 11. D yu see any current gaps in the assessment prgram that the district shuld address? 7. What are sme examples f lcal assessments that yu have nt fund helpful in infrming 12. Are there any ther suggestins yu want t make t the district as it reviews assessments? 8

9 TAKING THE TEMPERATURE ON ASSESSMENTS: SAMPLE SURVEY QUESTIONS Sample language t intrduce the survey: This survey asks questins abut assessments given in this district. It is part f a larger prcess t take stck f all administered assessments and make decisins abut which assessments are high quality and necessary fr essential instructinal, diagnstic and accuntability purpses and which assessments can be mdified r eliminated. Yur respnses t this survey are very imprtant and will help shape recmmendatins fr the future f the district s assessment prgram. Finally, yur respnses t this survey are cnfidential we d nt ask fr any persnally identifying infrmatin. If yu have questins abut this survey, please cntact {survey administratr}. Nte t survey designer: Prir t administering this survey, it is imprtant t be clear with respndents abut the types f assessments fr which the district wuld like feedback. Is the primary fcus n assessments given acrss multiple classrms r schls as part f a district/schl assessment prgram, r is the district als interested in teacher-develped classrm assessments? The district shuld als explain hw results f the survey will be used, whether district stakehlders will be presented with a summary f findings and hw these findings will be used t infrm actin. 1. What grade(s) d yu teach? {district shuld preppulate with grades} 4. D yu think students in this district are given t many assessments, nt enugh assessments r abut the right number f assessments thrughut the schl year? 2. What subject(s) d yu teach? {district shuld preppulate with subjects} Nt enugh assessments Abut the right number f assessments T many assessments 3. Hw lng have yu wrked in this district? 1 3 years 4 10 years Mre than 10 years 5. D yu think the time spent n assessment in this district is t much, t little r abut right? T little Abut right T much 9

10 6. Please answer this questin if yu have been wrking in this district fr at least five years: Hw has assessment in this district changed, if at all, ver the past five years? {pen-ended item} 12. In general, what aspects f these district assessments make them helpful? Strng alignment t standards Rapid turnarund f results 7. What level f cncern have yu heard abut the time spent n assessments frm peers? Easily understd student-level reprts Other N cncern Sme cncern A lt f cncern 13. What are sme examples f district assessments that yu have fund helpful fr diagnsing student needs? {the district can preppulate this item with a list f assessments given in the district if knwn} 8. What ther cncerns abut assessments, if any, have yu heard frm peers? {pen-ended item} 14. In general, what aspects f these assessments make them helpful? 9. What level f cncern have yu heard abut the time spent n assessments frm parents? N cncern Sme cncern Strng alignment t standards Rapid turnarund f results Easily understd student-level reprts Other A lt f cncern 10. What ther cncerns abut assessments, if any, have yu heard frm parents? {pen-ended item} 11. What are sme examples f district assessments that yu have fund helpful fr imprving yur instructin? {the district can preppulate this item with a list f assessments given in the district if knwn} 15. What are sme examples f district assessments that yu have fund helpful fr predicting student perfrmance? {the district can preppulate this item with a list f assessments given in the district if knwn} 16. In general, what aspects f these assessments make them helpful? Strng alignment t standards Rapid turnarund f results Easily understd student-level reprts Other 10

11 17. What are sme examples f district assessments that yu have nt fund helpful fr imprving yur instructin? {the district can preppulate this item with a list f assessments given in the district if knwn} 22. In general, what aspects f these assessments make them nt helpful? Weak alignment t standards Slw r delayed turnarund f results 18. In general, what aspects f these assessments make them nt helpful? Difficult-t-understand r inadequate student-level reprts Other Weak alignment t standards Slw r delayed turnarund f results Difficult-t-understand r inadequate student-level reprts Other 23. Which lcal assessments, if any, wuld yu suggest the district cntinue t use as it des tday? {pen-ended item OR district can list specific assessments} 19. What are sme examples f district assessments that yu have nt fund helpful fr diagnsing student needs? {the district can preppulate this item with a list f assessments given in the district if knwn} 24. Which lcal assessments, if any, wuld yu suggest the district think abut eliminating frm the assessment prgram? {pen-ended item OR district can list specific assessments} 20. In general, what aspects f these assessments make them nt helpful? 25. Which lcal assessments d yu think need significant changes? {pen-ended item OR district can list specific assessments} Weak alignment t standards Slw r delayed turnarund f results Difficult-t-understand student-level reprts Other 26. D yu see any current gaps in the assessment prgram that the district shuld address? {pen-ended item} 21. What are sme examples f district assessments that yu have fund nt helpful fr predicting student perfrmance? {the district can preppulate this item with a list f assessments given in the district if knwn} 27. Are there any ther suggestins yu want t make t the district as it reviews assessments? {pen-ended item} 11

12 Understanding Assessment Use These sample fcus grup and survey questins are intended t guide districts in develping a mre precise understanding f teachers experiences with particular assessments t build tward recmmendatins fr eliminating r strengthening thse assessments. Given the large number f assessments that may be administered in a district, it is recmmended that districts ask teachers these questins abut a limited number f assessments. The criteria fr selectin f thse assessments culd include the number f students wh take the assessment, assessment cst, r cncerns raised by teachers abut an assessment during initial fcus grups r surveys (see Taking the Temperature n Assessments prtcls n page 6). The teacher feedback n assessment use cllected thrugh these fcus grups and surveys is designed t infrm the questins n assessment use n particular assessments fr the Inventry Table. Finally, the prtcls and questins listed belw are penly licensed, and districts are encuraged t add and/r adapt questins and prtcls as needed based n lcal pririties and cntext. UNDERSTANDING ASSESSMENT USE: SAMPLE FOCUS GROUP QUESTIONS INTRODUCTION AND WARM-UP A warm-up perid fr fcus grups is imprtant t help participants understand the gals fr the sessin, create a cmmn understanding arund hw participants and the mderatr will interact, and build cmfrt amng participants and with the mderatr. Belw are a suggested set f grund rules and an intrductry exercise, fllwed by sample fcus grup questins. 12

13 Intrductin f mderatr and fcus grup guidelines: > We re ging t be talking abut testing in ur lcal public schls. This will help the district better understand the vlume, quality and use f assessments given in the district. > This fcus grup is part f a larger prcess t take stck f the lcal assessments given t students in ur district. We hpe this prcess will help districts make decisins abut which assessments are high quality and necessary fr essential instructinal, diagnstic and accuntability purpses and which assessments can be mdified r eliminated. > One persn shuld speak at a time. > There are n wrng answers t any f these questins. We are interested in hearing yur perspectives as teachers. > We value cnfidentiality. We will nt assciate any feedback that cmes ut f this fcus grup with a particular individual. > Everyne will have a chance t speak. If yu have nt had an pprtunity t prvide yur perspective, I may call n yu. > Please turn ff r silence yur cell phnes. Disclsure f nte-taking: > A nte-taker is present t make sure that we get all f yur feedback. The nte-taker will nt assciate cmments with names. Parking lt: > There is a parking lt chart/bard/area where we can put ideas r thughts that cme up in ur discussin that are imprtant but may nt be related t the purpse f this grup. We want t capture thse imprtant thughts, but we als want t keep fcused n the purpse f ur meeting. These ideas r thughts will be shared with apprpriate individuals fllwing the meeting. Cmmunicating results f fcus grups: > The results f the fcus grups will be summarized, and yu will receive a summary by {date}. If we missed any key pints yu raised during this cnversatin, please let us knw. Intrductry exercise (pssible ptins): > Why did yu becme a teacher? > What is the purpse f educatin? > Describe yur mst psitive experience with taking a test as a student. > Are there additinal nrms the grup wuld like t add? 13

14 FOCUS GROUP QUESTIONS 6. T what degree d yu find {Assessment X} useful r nt useful? Why? 1. What grade(s) and/r subject(s) d yu teach? 2. Hw lng have yu wrked in this district? At this pint, the mderatr will want t drill dwn int mre detail n a cuple f assessments identified as either helpful r unhelpful. These assessments may have been identified thrugh the Taking the Temperature n Assessments prcess, r district leaders may have a few specific assessments n which they want t fcus. The fllwing questins are designed t ask abut particular assessments, nt the full suite f assessments given t students. 3. Based n yur understanding f {Assessment X}, hw well des this assessment align t the cntent standards? 7. Hw much time des it take t receive results frm {Assessment X}? Is the infrmatin included in a helpful frmat with the right level f detail? What kinds f infrmatin wuld be useful t have but are nt currently available? Hw wuld yu use this infrmatin? 8. Have yu received training n interpreting and using the results f {Assessment X} and integrating that infrmatin int instructin? What was the quality f that training, and what culd be imprved? 9. Wuld yu recmmend that the district/schl cntinue t administer {Assessment X}? Why r why nt? Fllw-up questin: Hw d yu knw? 4. What is yur understanding f the purpse f {Assessment X} what is it designed t measure? 10. Wuld yu recmmend that the district/schl cntinue t administer {Assessment X} t the same grup f students r mre/fewer students? At the same frequency r mre/less ften? In mre/fewer subjects? 5. What are the ways yu use {Assessment X}? (Nte: Mderatr can suggest sme pssibilities here, such as infrming instructinal practice; predicting perfrmance n a future assessment; diagnsing individual student strengths and needs; factring int high schl graduatin, student prmtin/retentin and curse grades; and as part f evaluating teachers.) 11. If yu wuld recmmend cntinuing {Assessment X}, hw might yu suggest strengthening the assessment, if at all? 14

15 UNDERSTANDING ASSESSMENT USE: SAMPLE SURVEY QUESTIONS Sample language t intrduce the survey: This survey asks questins abut assessments given in this district. It is part f a larger prcess t take stck f all administered assessments and make decisins abut which assessments are high quality and necessary fr essential instructinal, diagnstic and accuntability purpses and which assessments can be mdified r eliminated. Yur respnses t this survey are very imprtant and will help shape recmmendatins fr the future f the district s assessment prgram. Finally, yur respnses t this survey are cnfidential we d nt ask fr any persnally identifying infrmatin. If yu have questins abut this survey, please cntact {survey administratr}. Nte t survey designer: Prir t administering this survey, it is imprtant t be clear with respndents abut the types f assessments fr which the district wuld like feedback. Is the primary fcus n assessments given acrss multiple classrms r schls as part f a district/schl assessment prgram, r is the district als interested in teacher-develped classrm assessments? The district shuld als explain hw results f the survey will be used, whether district stakehlders will be presented with a summary f findings and hw these findings will be used t infrm actin. 1. What grade(s) d yu teach? {district shuld preppulate with grades} Nw we wuld like t ask yu a few questins specifically abut {Assessment X}. 2. What subject(s) d yu teach? {district shuld preppulate with subjects} 3. Hw strng is the alignment between {Assessment X} and {the state standards}? Very strngly aligned At this pint, the mderatr will want t drill dwn int mre detail n a cuple f assessments identified as either helpful r unhelpful. These assessments may have been identified thrugh the Taking the Temperature n Assessments prcess, r district leaders may have a few specific assessments n which they want t fcus. The fllwing questins are designed t ask abut particular assessments, nt the full suite f assessments given t students. Strngly aligned Smewhat aligned Nt aligned Dn t knw 4. Why did yu chse this alignment strength? {pen-ended} 15

16 5. Hw d yu use {Assessment X}? (Select all that apply.) d. Diagnsing individual student strengths and needs Infrming instructinal practice Very useful Predicting perfrmance n a future assessment Useful Diagnsing individual student strengths and needs Smewhat useful Instructinal uses (e.g., reteaching a cncept, flexible gruping) Prmting r retaining a student Factring int curse grades Evaluating teacher effectiveness Other Nt useful e. Instructinal uses (e.g., reteaching a cncept, flexible gruping) Very useful Useful Smewhat useful Nt useful 6. Hw useful d yu find the results f {Assessment X} fr the intended purpse(s)? (Cmplete all that apply.) a. Understanding student achievement and/r grwth t set gals Very useful Useful Smewhat useful Nt useful b. Infrming instructinal practice Very useful Useful Smewhat useful Nt useful c. Predicting perfrmance n a future assessment Very useful Useful f. Prmting r retaining a student Very useful Useful Smewhat useful Nt useful g. Factring int curse grades Very useful Useful Smewhat useful Nt useful h. Evaluating teacher effectiveness Very useful Useful Smewhat useful Nt useful Smewhat useful Nt useful 16

17 i. Other: T what degree is this infrmatin helpful? Very useful Very helpful Useful Helpful Smewhat useful Neither helpful nr unhelpful Nt useful Unhelpful Very unhelpful 7. What level f training have yu received n {Assessment X}, including its purpse, intended uses, administratin, and interpretatin and use f results? Significant training training that included purpse, intended uses, administratin, and interpretatin and use f results Sme training training that included purpse, intended uses, administratin, r interpretatin and use f results but nt all f these N training What changes, if any, wuld yu make t the infrmatin yu receive frm {Assessment X} t make it mre helpful? Why? {pen-ended item} 9. Wuld yu recmmend that the district/schl cntinue t administer {Assessment X}? Strngly recmmend Recmmend Recmmend with reservatins 8. D yu receive infrmatin abut hw yur students did n {Assessment X}? D nt recmmend D nt have enugh infrmatin t make a recmmendatin Yes N If yes, when d yu receive the infrmatin? Within 24 hurs 10. If yu recmmended {Assessment X} with reservatins, what specific suggestins wuld yu make, if any, t strengthen this assessment r its administratin (e.g., length, frequency, number f students required t take the assessment, etc.)? {pen-ended item} Within ne week Within ne mnth Lnger than ne mnth 17