Focus Groups
Focus groups were convened to gather information in five key areas: (1) the use of interim assessments in schools and
classrooms; (2) time spent on assessments; (3) time spent preparing for assessments; (4) top challenges faced with
assessment; (4) purposes of assessment; and (5) the transition to the TNReady assessment. Focus groups were conducted in
spring 2015. TOSS supported SCORE’s outreach to teachers and principals, asking all superintendents to share invitations
with teachers and principals in their district. SCORE also reached out directly to teachers and principals who participated in
prior focus groups with SCORE. Finally, the Tennessee Education Association shared invitations with their members across
the state. In total, more than 300 educators participated in a total of 40 focus groups across the state. Appendices D and E
contain full versions of the focus group protocols.
Interviews
Interviews were designed to collect information in seven key areas: (1) the number of assessments implemented in districts;
(2) time spent on district-level assessments; (3) district use of data from assessments; (4) assessment selection processes; (5)
concerns heard from parents and educators related to assessment; (6) supports needed to improve assessment practices in
districts; and (7) challenges faced with assessments. Interviews were conducted with nine district leadership teams. Districts
were selected using a stratified random sample to ensure districts were representative of other districts in the state in terms
of student demographic characteristics and achievement. Appendix F contains a complete version of the interview protocol.
Limitations
There are several limitations to this study that are important to note. First, the response rates for the teacher and principal
surveys were relatively low. Because survey responses were anonymous, it is not possible to determine if the teachers and
principals who responded to the survey are representative of the general principal and teacher population in the state.
Teachers and principals who chose to respond to the survey may be those who feel strongly about the issue of assessment,
creating a possible bias in survey results. Second, while our district sample appears to be representative of other districts
in the state, the small sample size may limit the generalizability of our results. Third, most surveys and focus groups
occurred relatively close to the statewide testing window, resulting in a possible negative bias as responses may be unduly
influenced by testing pressure experienced at that time. Nevertheless, it is important to note that the reported findings
represent common themes that came up with great frequency throughout analysis of survey data and focus groups and
interview transcripts. For this reason, policymakers and district and state leaders should be mindful of these findings when
recommending shifts in policy and practice related to assessment in Tennessee.
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