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- W4288049672 abstract "The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed." @default.
- W4288049672 created "2022-07-27" @default.
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- W4288049672 date "2022-02-22" @default.
- W4288049672 modified "2023-09-28" @default.
- W4288049672 title "The interplay of user beliefs and situated characteristics in explaining school performance feedback use" @default.
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- W4288049672 doi "https://doi.org/10.1080/09243453.2022.2041048" @default.
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