Teachers' perception of use of student performance information: technology acceptance model
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The purpose of this study was to examine (1) what type of student performance information is available to teachers; (2) how they use the information; and (3) what factors impact positively and/or negatively on teachers’ use of student performance information. This study also examined (4) the relationships among perception of usefulness, ease of use, attitude, intention to use student performance information, and external pressure to use the information. This study employed both survey research and individual focused interview methods. The perceptions of teachers’ using student performance information were investigated through a survey of 206 teachers from 16 campuses in an urban school district in Texas. Data analysis included structural equation modeling Major findings from research question one were: The school district with well-developed assessment systems responded in an organized way to rising standards by improving alignment within their local curriculum. Schools and classrooms also were engaged in ongoing initiatives to improve student achievement under their own circumstances. Major findings from research question two were: Teachers used the benchmark assessment information (1) to check the efficacy of local curriculum and instructional practices; (2) to assess state curriculum standards and/or objective mastery, and (3) to prepare for state mandated tests. (4) Teachers reported they didn’t use the benchmark assessment reports, or used at the minimum level as directed by the school district. Major findings from research question three were: Teachers reported identification of student needs, alignment of curriculum and tests, preparation for instruction, information access, and information quality positively impacted their use of benchmark assessment information. Teachers reported poor quality of test and reports, user-unfriendly format, low information access, time consumption, external pressure, and misalignment with curriculum negatively impacted on their use of the benchmark assessment information. Major findings from research question four reported that the teachers’ perception of intention to use student performance information was affected directly and/or indirectly by perceived usefulness, perceived ease of use, attitude, perceived information quality, and external pressure. Only the user-guide rating variable in individual difference category showed a statistically significant relationship with perceived usefulness, intention to use, and perceived information quality.