State Assessment and Instructional Change: A Path Model Analysis

Abstract

This study demonstrates a method to investigate consequential evidence of validity for a state assessment developed to change teacher instructional practices. Survey responses from over 1,000 Kansas teachers were used to construct a path model that described the relation of district, building, and teacher factors to changes in teacher instructional practices. The model allowed the effects of the state assessment to be studied at the building and teacher level, along with effects of the content standards at the district level. In the model developed, teacher professional activities in response to the assessment and teacher attitudes toward the assessment were both directly related to changes in instructional practices. The largest direct effect on instructional changes was from teacher attitude toward the scoring rubrics. Although generalizability of the specific results of the model developed was limited by several factors, this study shows that a path model approach is important and useful. The path model not only provided a systems approach to consequential evidence of validity but also indicated ways to increase teacher changes in response to the state assessment.