Date Awarded
Spring 2017
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.)
Department
Education
Advisor
Christopher Gareis
Committee Member
Charles Wagner
Committee Member
Leslie Grant
Abstract
This embedded case study explored the alignments between division benchmark intents and practices with regard to benchmark assessments and elementary school teachers’ intents and practices. Utilizing the NIRN implementation framework and the embedded case study framework, this study sought to determine what variables are necessary to implement and maintain an effective benchmark assessment system. This study addressed the following research questions: (1) How do teachers describe their intent in making use of the benchmark assessment system? (2) How do teachers describe their practices of making formative use of the benchmark assessment system? (3) What do teachers describe as the perceived outcomes of the benchmark assessment system? (4) What are the similarities and differences between division intent and design of the benchmark assessment system and teacher intent and practices? (5) How competent do teachers feel themselves to be to make use of the benchmark assessment system to progress student learning? (6) How are teachers’ responses similar and/or different relative to the state accreditation status of their respective schools?
DOI
http://doi.org/10.21220/W4V36D
Rights
© The Author
Recommended Citation
Kulp, Chelsea Ireland, "An Embedded Case Study of the Implementation of A School Division’S Benchmark Assessment System" (2017). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1499449923.
http://doi.org/10.21220/W4V36D
