Owing a organization for teachers
Part 1
Conducting interviews is an essential skill for evaluators. Interviews allow the evaluator to find out detailed information regarding perspectives, needs, values, fears, hopes, as well as social, political, and economic factors that may affect a setting. It also provides an opportunity for the evaluator to build a relationship with stakeholders, discuss processes and procedures, and to establish a communication plan.
In Module 5, you conduct an interview with a stakeholder in your community. In preparation for your interview, you will develop interview questions related to the sociological, political, and economic factors. You will develop one set of questions in Modules 3, 4, and 5. For this Assignment, you focus on the development of your sociological interview questions.
To prepare for this Assignment, review the Learning Resources and consider the impact sociological factors may have on your stakeholder’s setting. Then, think about any sociologically-informed interview questions that you may want to ask your stakeholder.
Assignment length: 1–2 pages
- Describe the stakeholder you identified for your interview. Provide a rationale for choosing this individual.
- Develop 3–5 open-ended interview questions and two follow-up or leading interview questions focused on the sociological factors that might contribute to answering the evaluation question(s) related to your survey.
- Provide a rationale explaining why each of your interview questions is important in understanding the organization, group, and/or your evaluation question(s).
- Include reference to at least two peer-reviewed journal articles that provide insight into sociological implications, the use of surveys in the setting you are examining, and/or that support your rationale.
· Ennis, D. (2010). Contra assessment culture. Assessment UpdateLinks to an external site., 22(2), 1–16.
Focus on the effect of the sociological factor, culture, on assessment. In preparation for the Discussion and Assignment 2, consider the different rhetorical positions and perspectives on the culture of assessment and think about strategies that could be used to meet a variety of cultural perspectives during an assessment, evaluation, or accountability study.
· Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational AssessmentLinks to an external site., 30(1), 74–87.
Focus on the effect that sociological factors have on assessment practices. To prepare for the Discussion and Assignment 2, consider the implications that sociological factors have on AEA.
· Landau, M. J., Greenberg, J., & Rothschild, Z. K. (2009). Motivated cultural worldview adherence and culturally loaded test performance.Personality and Social Psychology BulletinLinks to an external site., 35(4), 442–453.
Focus on the concept of culture loading and its prevalence in designing standardized assessments. To prepare for the Discussion and Assignment 2, focus on challenges in measuring abilities and developing unbiased tests.
· Lebeer, J., Birta-Székely, N., Demeter, K., Bohács, K., Candeias, A. A., Sønnesyn, G., Partanen, P., & Dawson, L. (2012). Re-assessing the current assessment practice of children with special education needs in Europe. School Psychology International,Links to an external site. 33(1), 69–92.
o Focus on the affect that special needs has on assessment. To prepare for the Discussion and Assignment 2, think about the recommended suggestions for adapting assessment for special needs individuals.
· Johnstone, C. J., & Thurlow, M. L. (2012). Statewide testing of reading and possible implications for students with disabilities. The Journal of Special EducationLinks to an external site., 46(1), 17–25.
Focus on defining appropriate assessment accommodations designed to assist students with disabilities. To prepare for the Discussion and Assignment 2, think about the implications that adapting standards for students with disabilities has on assessment, evaluation, and accountability practice practices.
· Penn, E. B., & Tanner, J. (2009). Black students and international education: An assessment. Journal of Black StudiesLinks to an external site., 40(2), 266–282.
Focus on the experimental finding that contrary to previous studies, black students are highly motivated to participate in international education programs regardless of their social economic background, projected major, or gender. To prepare for the Discussion and Assignment 2, consider how the misrepresentation or misunderstanding of certain sociological factors has the potential to affect assessment, evaluation, and accountability practice.
· Rodriguez, K. L., Schwartz, J. L., Lahman, M. K. E., & Geist, M. R. (2011). Culturally responsive focus groups: Reframing the research experience to focus on participants.International Journal of Qualitative Methods,Links to an external site. 10(4), 400–417.
Focus on the advantages of using focus groups to support individual participant’s interests which are often remain unrecognized, especially in underrepresented populations. To prepare for the Discussion and Assignment 2, focus on the implications of using more culturally inclusive stakeholder participation.
· Kvale, S. (2007). Doing interviews. Download Doing interviews.London, England: Sage.
Kvale, S. (2007). Doing interviews (pp. 53–66). London, England: Sage Publications
o Chapter 5, “Conducting an Interview” (pp. 53–66)
Focus on the process of conducting an interview and developing interview questions. To prepare for Module 3 Assignment 1, think about the sociological factors that affect your setting and consider the interview questions you would like to ask your stakeholder.
· de Leeuw, E. (2008). Self-administered questionnaires and standardized interviews. In P. Alasuutari, L. Bickman, & J. Brannen (Eds.), The sage handbook of social research methods (pp. 313–327). London, England: Sage.
Retrieved from the Walden Library databases.
· Holstein, J. A., & Gubrium, J. F. (1995). The active interview Download The active interview. Thousand Oaks, CA: Sage.
Holstein, J. A., & Gubrium, J. F. (1995). The active interview: Qualitative research methods, V. 37(pp. 38–65). Thousand Oaks: Sage Publications.
o Chapter 5, “ The Active Interviewer” (pp. 38–51)
· Holstein, J. A., & Gubrium, J. F. (1995). The active interview Download The active interview. Thousand Oaks, CA: Sage.
Holstein, J. A., & Gubrium, J. F. (1995). The active interview: Qualitative research methods, V. 37(pp. 38–65). Thousand Oaks: Sage Publications.
o Chapter 6, “Constructing Meaning Within the Interview” (pp. 52–65)
· Kvale, S. (2007). Doing interviews Download Doing interviews. London, England: Sage.
Kvale, S. (2007). Doing interviews (pp. 2–10, 34–50). London, England: Sage Publications.
o Chapter 1, “Introduction to Interview Research” (pp. 2–10)
· Kvale, S. (2007). Doing interviews Download Doing interviews. London, England: Sage.
Kvale, S. (2007). Doing interviews (pp. 2–10, 34–50). London, England: Sage Publications.
o Chapter 4, “Planning an Interview Study” (pp. 34–50)
Part2
Sociological factors have an important role in shaping and informing the processes, procedures, and techniques used in AEA. Hence, it is essential for evaluators to have an awareness of these factors and understand accommodations used to meet sociologically driven needs and values. In this Module, you continue your annotated bibliography through an examination of resources related to sociological factors affecting assessment, evaluation, and accountability practice.
To prepare for this Assignment, identify two peer-reviewed articles and one other resource (e.g., professional conference article, professional website) related to sociological factors that may be important to your current or future professional practice.
Assignment length: 2–3 total pages
- Summarize: Summarize the main ideas of each article and resource (e.g., focus of the study, sociological factors, context, methodology, findings, conclusions, arguments).
- Assess: Complete a comparative analysis of the articles.
- Reflect: Explain the implications for assessment, evaluation, and accountability practice. Provide a rationale to support your explanation including references to peer-reviewed journal articles to support your rationale.
· Ennis, D. (2010). Contra assessment culture. Assessment UpdateLinks to an external site., 22(2), 1–16.
Focus on the effect of the sociological factor, culture, on assessment. In preparation for the Discussion and Assignment 2, consider the different rhetorical positions and perspectives on the culture of assessment and think about strategies that could be used to meet a variety of cultural perspectives during an assessment, evaluation, or accountability study.
· Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation of minority students in gifted and talented education. Journal of Psychoeducational AssessmentLinks to an external site., 30(1), 74–87.
Focus on the effect that sociological factors have on assessment practices. To prepare for the Discussion and Assignment 2, consider the implications that sociological factors have on AEA.
· Landau, M. J., Greenberg, J., & Rothschild, Z. K. (2009). Motivated cultural worldview adherence and culturally loaded test performance.Personality and Social Psychology BulletinLinks to an external site., 35(4), 442–453.
Focus on the concept of culture loading and its prevalence in designing standardized assessments. To prepare for the Discussion and Assignment 2, focus on challenges in measuring abilities and developing unbiased tests.
· Lebeer, J., Birta-Székely, N., Demeter, K., Bohács, K., Candeias, A. A., Sønnesyn, G., Partanen, P., & Dawson, L. (2012). Re-assessing the current assessment practice of children with special education needs in Europe. School Psychology International,Links to an external site. 33(1), 69–92.
o Focus on the affect that special needs has on assessment. To prepare for the Discussion and Assignment 2, think about the recommended suggestions for adapting assessment for special needs individuals.
· Johnstone, C. J., & Thurlow, M. L. (2012). Statewide testing of reading and possible implications for students with disabilities. The Journal of Special EducationLinks to an external site., 46(1), 17–25.
Focus on defining appropriate assessment accommodations designed to assist students with disabilities. To prepare for the Discussion and Assignment 2, think about the implications that adapting standards for students with disabilities has on assessment, evaluation, and accountability practice practices.
· Penn, E. B., & Tanner, J. (2009). Black students and international education: An assessment. Journal of Black StudiesLinks to an external site., 40(2), 266–282.
Focus on the experimental finding that contrary to previous studies, black students are highly motivated to participate in international education programs regardless of their social economic background, projected major, or gender. To prepare for the Discussion and Assignment 2, consider how the misrepresentation or misunderstanding of certain sociological factors has the potential to affect assessment, evaluation, and accountability practice.
· Rodriguez, K. L., Schwartz, J. L., Lahman, M. K. E., & Geist, M. R. (2011). Culturally responsive focus groups: Reframing the research experience to focus on participants.International Journal of Qualitative Methods,Links to an external site. 10(4), 400–417.
Focus on the advantages of using focus groups to support individual participant’s interests which are often remain unrecognized, especially in underrepresented populations. To prepare for the Discussion and Assignment 2, focus on the implications of using more culturally inclusive stakeholder participation.
· Kvale, S. (2007). Doing interviews. Download Doing interviews.London, England: Sage.
Kvale, S. (2007). Doing interviews (pp. 53–66). London, England: Sage Publications
o Chapter 5, “Conducting an Interview” (pp. 53–66)
Focus on the process of conducting an interview and developing interview questions. To prepare for Module 3 Assignment 1, think about the sociological factors that affect your setting and consider the interview questions you would like to ask your stakeholder.
· de Leeuw, E. (2008). Self-administered questionnaires and standardized interviews. In P. Alasuutari, L. Bickman, & J. Brannen (Eds.), The sage handbook of social research methods (pp. 313–327). London, England: Sage.
Retrieved from the Walden Library databases.
· Holstein, J. A., & Gubrium, J. F. (1995). The active interview Download The active interview. Thousand Oaks, CA: Sage.
Holstein, J. A., & Gubrium, J. F. (1995). The active interview: Qualitative research methods, V. 37(pp. 38–65). Thousand Oaks: Sage Publications.
o Chapter 5, “ The Active Interviewer” (pp. 38–51)
· Holstein, J. A., & Gubrium, J. F. (1995). The active interview Download The active interview. Thousand Oaks, CA: Sage.
Holstein, J. A., & Gubrium, J. F. (1995). The active interview: Qualitative research methods, V. 37(pp. 38–65). Thousand Oaks: Sage Publications.
o Chapter 6, “Constructing Meaning Within the Interview” (pp. 52–65)
· Kvale, S. (2007). Doing interviews Download Doing interviews. London, England: Sage.
Kvale, S. (2007). Doing interviews (pp. 2–10, 34–50). London, England: Sage Publications.
o Chapter 1, “Introduction to Interview Research” (pp. 2–10)
· Kvale, S. (2007). Doing interviews Download Doing interviews. London, England: Sage.
Kvale, S. (2007). Doing interviews (pp. 2–10, 34–50). London, England: Sage Publications.
o Chapter 4, “Planning an Interview Study” (pp. 34–50)