An anonymous survey done via “Survey Monkey” was given for volunteers to answer to assess perceptions of the implementation of change to standards based performance assessments.  There were five questions:

1. Would you agree or disagree that there have been compelling reasons shared for why changes are needed in how we assess students?

2. Would you agree or disagree that teachers have a share in how the change will be implemented?

3. Do you agree or disagree that the principal and vice principals are united in their support for the changes in how we assess students?

4. Would you agree or disagree with the following statement…?  I have a clear picture of what standards based assessment is how it will affect me in my classroom.

5. To what extent do you feel you are being supported in learning how to make these changes in assessment?

Seventy seven faculty members responded to questions 1 through 4.  Seventy five faculty members responded to question 5.

Below is a chart with the responses.  The number in parentheses is the number of respondents.

Some of the open-ended comments are listed.

Question 1:  a.  Someone said, “I think the problem is that we have a new way of thinking but an old way of scorekeeping….”

                  b. “There must be accountability for the vast sums of money spent in the name of public education.”

                  c. “I think we test way too much, but I think there is always room for change.  Assessments can be taken in a variety of ways.  Teachers should allow for different modalities.”

                  d. “I have not seen any data that supports the need for change.  Maybe a theory, but no hard data.”

Question 2:  a.“We have a ‘share’ in implementing but not exactly in “how” they will be implemented.  It is more or less dictated to us.”

                  b. “I think there are a lot of discussions that need to take place in order for teachers to really understand the change.  It’s difficult to implement something you really don’t clearly grasp.”

                  c. “We do not make policy.  This comes from people that lack High School teaching experience.  These same people have not been in a classroom teaching for a number of years.”

                  d. “We have a ‘share’ in the implemented, but no voice in the process.  I strongly believe that lots of educational experience is being ignored.”

                  e. “Things trickle down to us & we are expected to implement things we do not either understand, nor agree with.”

Question 3: a.“Our administration does seem very supportive.  I think the change for assessments is coming about slowly.  Just as teachers are finding change difficult, so does the administration.”

                  b. “I am not sure all the administrators are aware of what is being taught on how to assess students.”

                  c. “I think that most of them this it is crap also.  However; they want to keep their well-paid jobs.”

                  d. “While they all speak the ‘party line’, I do not believe they all recognize the need for this change.  However, their loyalty is outstanding.”

                  e. “I only see certain administrators involved in the changes/implementation, while others seem to have no knowledge of them.”

Question 4: a.“Not all content areas have clear standards. (For example) there are no GPS standards for ESOL so do we use QCC or national standards? No one has ever said.”

                  b. “In beginning level classe sthat may overlap with middle school curriculum, a standards based performance model can help correctly place students.”

                  c. “I understand that this is the flavor of this month (year).  I seriously doubt it will be the same next year.”

                  d. “There is an EOCT in one of the classes I teach.  I have been told by two other teachers at other systems who have read the tests to the SPED students that things are on the tests that are not in the standards.  While never having seen the test, I feel this is true just based on random off the wall questions students have asked me after taking the EOCT.  Who is watching the watchers since teachers cannot see the test?”

Question 5:  a.“I’m figuring it out on my own.”

                  b. “There is much support for constant change and not much support for consolidation of the new procedures.”

                  c. “There is an issue of time.  I feel that we must be given time to plan standards based units that are useful and relevant to our class.  The planning I have done in meetings has felt rushed and irrelevant.”

                  d. “All I hear is rhetoric and buzz words.”

                  e. “We are being told all the great things about it---not told how to do it.  …Efforts are being made to brainwash us into warmly accepting this theory, rather than just told to do it and shown how.  It is apparent that the decision has been made to implement it---why not just enforce it rather than try to win our hearts and minds.”

                  f. “We as teachers are always trying to determine the best ways to teach our students.  However, students do not make the same commitment to learning.  They do no learn because they have not put out any effort, then it is somehow our fault because we have not met their individual needs.  They are NEVER responsible!  I would like to see a ‘students’ duties and responsibilities.’”

Discussion of results:

For Question 1, 43 of 77 respondents agree that “compelling reasons” for change have been shared.  Of concern is that 33 of 77 respondents are unsure or disagree that “compelling reasons” have been shared.  Of the respondents, there is the indication that 39.7% do not know why the changes to standard based performance assessments are being made.

For Question 2, 35 respondents agree that teachers have a “share in how the change will be implemented” and 36 disagree with the statement.  62.4% percent of respondents disagree that teachers have a share in the implementation of change.  When the “Unsure” are considered, 42 of 77 respondents are reporting they feel they are not instrumental in implementing change.

For Question 3, 49 or 63.7% of the respondents feel the administration is united in their support of change.  This would indicate that most teachers think they are getting the same message from all administrators.  This raises the question whether or not the administrators are giving different messages or if there is an unknown or perceived difference because of the different responsibilities the administrators have.  An example would be when the administrators responsible for facilities or responsible for attendance make announcements, the announcements relate to their area of responsibility rather than the issues of curriculum.

For Question 4, of respondents, 40 feel they understand standards based assessment; 15 are unsure; and 22 report they do not understand.  This indicates 43.6% of this group feels well informed but that leaves 48.1% feeling they do not have a clear understanding of the change to standards based assessment.

For Question 5, 52%, or 39 respondents, feel supported; 13.3% don’t know if they’re being supported; and 38.6% do not feel supported.  This indicates that 39 of the 77 respondents are either not getting enough support to know they are being supported or feel they are not getting support.