Teachers, Reformed Policy, and Assessment: A Methodological Approach


This case report describes the methods used to investigate a study concerning the Literacy and Numeracy assessment practices of primary teachers and the impact of educational reform (Blueprint 1). Qualitative case study methods framed by an ethnological approach were useful in the study, and the participants were bounded by the context of the public schooling system. A total of 11 participants including teachers and principals contributed to the three data sources including in-depth interviews, videotaped classroom observations, and artifacts in the form of assessment and planning documentation. The six teachers in four schools became a collective case study, and an across-the-case analysis was undertaken to compare the teachers' and principals' interview responses in relation to assessment practices and Blueprint 1. Additionally, a within-case analysis was undertaken to investigate the extent of Blueprint 1 implementation in relation to the teachers' individual assessment practice and in particular, verbal feedback to the students. A feature of the study is the use of videotaped classroom observations and an interview technique involving stimulus recall.

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