ATENEO DE MANILA UNIVERSITY

EFFECTS OF COGNITIVE-BEHAVIORAL GROUP COUNSELING TO

STUDENTS ACADEMIC PERFORMANCE OF GRADE 6

UNDERACHIEVING STUDENTS

A THESIS PROPOSAL SUBMITTED TO

THE GRADUATE FACULTY OF

THE SCHOOL OF SOCIAL SCIENCES

IN CANDIDACY FOR THE DEGREE OF

MASTER OF ARTS IN EDUCATION

MAJOR IN GUIDANCE AND COUNSELING

DEPARTMENT OF EDUCATION

BY

KINSTUART M. ABABA

QUEZON CITY,

PHILIPPINES 2021
 ii

TABLE OF CONTENTS

CHAPTER I...................................................................................................................1

Background of the Study............................................................................................6

Conceptual Framework..............................................................................................8

Statement of the Problem and Research Questions..................................................10

Hypotheses...............................................................................................................10

Assumptions of the Study........................................................................................11

Significance of the Study.........................................................................................11

Definition of Terms..................................................................................................12

CHAPTER II................................................................................................................12

Conceptions about Cognitive-behavioral Group Counseling..................................12

Summary of Review Related Literature...................................................................20

CHAPTER III...............................................................................................................24

Research Design.......................................................................................................24

Research Setting.......................................................................................................24

Research Population.................................................................................................25

Research Instruments...............................................................................................25

Pretest and posttest course based on DO. 21, s 2018...........................................25

Scoring and Interpretation....................................................................................26

 iii

Semi-structured exploratory interview.................................................................27

Content Validity...................................................................................................28

Pilot Testing.............................................................................................................28

Data Gathering Procedures......................................................................................28

Statistical Treatment of Data....................................................................................29

REFERENCES.............................................................................................................32
 5

CHAPTER I

INTRODUCTION

Background of the Study

Underachievement is defined as a discrepancy between a child’s school

performance and some index of his or her actual ability, such as intelligence,

achievement, or creativity score, or observational data (Davis and Rimm 1985).

DepEd (2020) Specifically, under-achievement is measured by the school form 9

(School Learners Report and Achievement) within numerical data of 75 below GWA

consist of courses of Science, Math, E.P. MAPEH, English, Filipino, and T.L.E.  San

Antonio (2020) claims that academic performance clearly affected the teaching and

learning process that usually takes place in school this times of pandemic. Certainly,

our learners cannot avoid its impact on the academic performance of the students.

At present, DepEd (2020) claims under memorandum 20 that the counseling

period is a part of the class program. However, there is a need to update and improve

its implementation guidelines. Some schools reported that the Homeroom period is

being used for classroom cleaning, an extension of breaks, collection of reply slips,

and the like. Clearly, the current practices do not aid the realization of the program

objectives which results in an unaddressed issue to academic performance (San

Antonio, 2020). Hence, it is precisely in this context that the researcher aims to

determine the effects of integrating Cognitive-behavioral Group Counseling to

homeroom guidance as a treatment to address the academic performance of

underachieving students. The researcher argues that there is a need to determine the

effect of cognitive-behavioral group counseling on these underachieving students so

that we can integrate cognitive-behavioral group counseling as a reference study in

addressing the academic performance during a pandemic. Indeed, it is only when we

 6

have performed treatment as a practical solution to the problem. And in the case of

students of Melencio M. Castelo Elementary School who are having underachieving

academic performance, determining the effects upon treatment of cognitive-behavioral

Group Counseling may be the very first steps in addressing the problem.

According to records and based on the researcher’s firsthand experience with

students in some elementary schools in the Philippines, indeed, there are students

purposefully applied in a psychotherapy group context by a person referred to as a

counselor to remediate the academic problem. The purpose of these counseling

activities is to teach the knowledge and skills necessary to avoid developmental

problems effective in coping and adjusting to new normal. (Kahn, 2018).

As a matter of fact, the study of Brigman and Campbell (2003) also showed

that elementary and middle school learners who were part of the cognitive behavioral

therapy and group interventions that emphasized cognitive, and social self-

management skills consistently exhibited good performance in Mathematics and

Reading. Furthermore, the study of Schlossberg et.al (2001) supported the

effectiveness of group counseling. They showed that there is a significant

improvement in terms of learners behavior, attitude and knowledge in the areas of

goal-setting, problem, solving and career exploration and school resources. Given the

above discussion, it is evident that there are students in public schools who are

experiencing poor academic performance results by the current pandemic situation.

And as we can see, Cognitive-behavioral Group Counseling may positively affect

students but also their future career plans and total-well- being. Again, it is for this

reason that the researcher attempts to determine the effects of Cognitive Behavioral

Group Counseling of students in Melencio M. Castelo Elementary school who are

experiencing poor academic performance.

 7

Conceptual Framework

This study will use Peter J. Bieling concept of Cognitive Behavioral Therapy

in Group Counseling. This framework comprises a process through facilitation of self-

disclosure. Cognitive-behavioral Group Counseling generally described as a high

value on interpersonal and interactional climate of group undergirded by the belief

that the group is vehicle of change and that member-to-member interaction is a

primary mechanism of change (Bieling, 2009).

In this framework, feedbacks from the group, as well as the therapist, plays a

role in helping to shift distorted cognition and reinforce more realistic appraisals in

academic performance. Bieling (2009) arrived at 5 Group Process in CBT based on

research and literature. It comprises of Shifting-Self-Focus, Group Cohesiveness,

Emotional Processing in the Group Setting, Practicing Skills/Exposure, and Planning

Homework. Bieling et. Al (2009) argues that emphasizing group process factors and

interpersonal factors in individual should be construed as an evolution toward

integration. Intervention and integration can provide answers to provide “effective

ingredients” in academic performance. (p. 119)

Shifting-Self Focus

provides an atmosphere that shifts focus on other group members and on the

group itself. CBT therapies CBT therapies promotes this shift by facilitating group

members in providing support, reassurance, and sharing strategies with the group. In

addition, facilitating members provide support that helps students to reassure and

share strategies to the group. (Bieling et al. 2009).

Group Cohesiveness may be defined as the conditions that hold the group

members within the group. (e.g. feelings of comfort and belonging, valuing the group,

and unconditional acceptance by other group members.) (Bloch & Crouch, 1985).

In addition, cohesive groups can increase participation, acceptance among

 8

groups, self-disclosure, security, openness and susceptibility among member (Yalom

1995).

Emotional Processing in the Group Setting. The group setting promotes

open expression and processing of emotions. By balancing the agenda of each group

session with processing thoughts and feelings among members. (Bieling et. Al, 2009)

In addition, the processing of here and now may help student to elicit

important automatic thoughts, assumptions, beliefs and behaviors that become a target

for intervention. (Bieling 2009)

Practicing Skills/ Exposure. After group members practice new skills,

exposures, or role plays in the group, it is important to process the experience with the

group as a whole before moving on in the session. (Bieling et al. 2009)

This helps students build group cohesion and also provides important

feedback.

Planning Homework can also be planned with attention to group process,

instead of having each member go around and plan his or her homework with the

therapist, group members can be involved to help think of potential homework that

practices problem solving skills and potential obstacles. It also increases motivation

of group members when they return to group. (Bieling et. Al 2009).

Academic performance based on SF9-Report on Learning Progress and

Achievement (DO, 8 s.2015). From Grade 4 to 6, the following are the required

pretest and posttest course: Filipino, English, Math, Science, Mathematics, Araling

Panlipunan, Edukasyong Pantahanan at Pangkabuhayan, MAPEH, and EsP. (DepEd

Order 8, s. 2015) indicate that learners will be assessed through formative and

summative assessment through national and international assessments to check if they

are meeting the key stage standards and evaluate the effectiveness of the programs.

Generally, it follows the DepEd K-to-12 policy on curriculum guidelines in

assessment. Furthermore, it uses general weighted average (GWA) as a measure of

academic performance measured by the school form 9 quarterly.

 9

Statement of the Problem and Research Questions

The purpose of the study is to determine the effect of Cognitive-behavioral

Group Counseling to in academic performance of under-achiever grade 6 students.

More specifically, it seeks to find answers to the following questions:

1. What are the pre-test course of grade 6 students in undergoing

Cognitive-Behavioral Group Counseling?

2. What are the pre-test course of Grade 6 students undergoing regular

Homeroom Guidance?

3. What are the post-test course of the grade 6 students undergoing

cognitive behavioral therapy?

4. What are the post-test course of the grade 6 student’s regular

homeroom?

5. What, if any, is the difference between the pre-test and post-test of the

students doing Cognitive-Behavioral Group Counseling?

6. What, if any, is the difference during post-test and pre-test underwent

regular homeroom guidance?

Hypotheses

The hypothesis for Question 4, there are no significant relationship to

students taking part in the Cognitive-behavioral Group Counseling.

The hypothesis for Question 5, there are no significant relationship to

students taking part in the regular homeroom guidance.

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Assumptions of the Study

1. Students taking part in the Cognitive-behavioral Group Counseling will show

positive growth in academic performance compared to students that did not

participate in the treatment.

2. The conception of Academic Performance base on School Form 9 is Reliable.

3. Participants will participate in the treatment process intensively.

 Significance of the Study

The significance of this study is to broaden a group counseling study using the

cognitive-behavioral group counseling to enhance academic achievement in public

elementary schools. Students who are transitioning from elementary to high school

often see a drop in their grades due to the current pandemic situation, teachers might

not notice that a student is no taking effective notes or struggling with how to study

for a specific course (Barajas, 2013). With the present research, it is believed that

cognitive-behavioral group counseling can make a huge impact on the roles of

teachers, administrators, and student academic achievement (Barajas, 2013).

Teachers

Teachers of School A may also benefit from this research. If the results of the

study prove fruitful, teacher professional pre-service preparation and in-service

development can be catered more towards their conceptions. It would lead to

assessment practices that would be genuinely applied instead of used only as

formality (Brown, 2004). Teaching, then, would be more personally authentic and

fulfilling for the teacher (Brown, 2004), leading to increased job satisfaction and

further motivation (Ketchell, 2016; Ketchell, 2018).

Students

School A students, on the other hand, may benefit from this research through

both their achievement (vis-à-vis learning outcomes) and satisfaction with their

learning and school experience. As Allsopp (2014) notes, “Assessment confirms or

helps to form students’ views of themselves as successes or not and also helps

cement their views of their experience in school” (p. 61). This research may also

engage students in dialogue with teachers or administrators to develop assessment

literacy and further understand the underlying conceptions of assessment: “This

active approach is likely to help students improve their attainment levels in any

individual piece of assessment but, more importantly, will provide them with the

skills needed to improve their attainment in all future assessments, irrespective of

subject discipline” (Allsopp, 2014, p. 61)

Definition of Terms

In this study, the following terms are defined and operationalized as follows:

Academic Performance. pertains to all academic courses related needs or

concerns of learners. This serves as a guide to implement strategies and activities to

support and maximize each learner’s ability to learn which include but not limited to

creative and critical thinking, communication skills and problem-solving skills.

(DepEd Order 8, s. 201

 Cognitive-Behavioral Group Counseling. Form of structured groups, where

processes factors have an influence on group members, over and above the influence

of a specific theoretical approach to treatment (Bieling, 2009),

Regular Homeroom Guidance. Comprehensive, developmental and proactive

program designed to equip K to 12 learners with life skills on three domains:

Academic Development, Personal and Social Development and Career Development.

(DepEd 20, 2020)

 14

CHAPTER II

REVIEW OF RELATED LITERATURE

Research in cognitive-behavioral counseling has focused primarily with

specified problems such as academic achievement and behavior deviations. The

available studies on cognitive-behavioral Group Counseling in the schools are

included from high school, college level and elementary level.

Kayler, H., & Sherman, J. (2009). Studied about at-risk ninth-grade students:

A psychoeducational group approach to increase study skills and grade point averages.

They proposed a large-scale psychoeducational study skill for high school ninth-grade

students whose academic performance is under achieved. The ASCA National Model®

(American School Counselor Association, 2005) was used as a framework for

development, delivery, and evaluation. The authors found out that psycho-educational

group counseling that involves a number of students working on collaborative tasks

and developing relationships strengthened studying behaviors through pretest and

post-test. Moreover, results include promotion of school counselors to a direct service

to students with academic, career and social/emotional developmental issues and

concerns set to be effective in improving study skills.

Steen, Sam, and Carol J. Kaffenberger studied about Integrating Academic

Interventions into Small Cognitive-behavioral Group Counseling in Elementary School.

They studied the evaluation of a small group counseling program that aims to

emphasize academic issues while addressing personal/social issues with elementary

students. The findings and conclusions suggest that integrating academic interventions

and group counseling strengthen students’ behavior related to school achievement.

 15

Speilberger, Weitz and Denny (1962) devised a study to determine the effects

of Cognitive-behavioral therapy in groups on academic performance of anxious

college freshmen using the Taylor Manifest Anxiety Scale (MAS) and the Wesh

Factor Scale A-Scale (A-Scale). One hundred and twelve male freshmen liberal arts

students met the criteria established for "anxiety." Of the 112, 56 volunteered for the

study and were assigned to experimental and control groups. The groups were

matched as to academic performance. Experimental groups met weekly during the

first semester. Groups were permissive and relatively unstructured. Grade point

averages were compared using analysis of variance and showed a significance at the .

05 level for the counseled group.

The authors conclude that this study indicates that anxious college freshmen who

volunteer for group counseling showed significantly more improvement in academic

performance than anxious freshmen who were not offered this opportunity. In

evaluating the effectiveness of a group counseling procedure, Ofman (1964) studied

five groups of 60 students. These groups consisted of a baseline group of randomly

chosen college students, an experimental group of volunteers who participated in

group counseling for eight semesters, a control group of volunteers who were refused

admission to group counseling, a dropout group who participated in counseling for

less than three sessions, and a wait group of volunteers who were refused admission

but who became participants two semesters later. The grade point averages for each of

these groups was computed for each of the eight semesters. Scholastic aptitude was

similar for all groups as measured by the American Council on Education (ACE)

examination. Using analysis of variance the following results were obtained. Those

students who volunteered for group counseling, while comparable to the baseline

group in scholastic aptitude had significantly lower first

semester grades. As a function of group counseling the experimental group improved

its grades significantly to a level comparable to that of the baseline group and

significantly above that of control and drop out groups. The wait group remained
 16

static during the wait period, but after subsequent group counseling improved its grade

point average to a level comparable to the experimental or baseline group's grade

point averages. Grade point averages did not improve for control and dropout groups.

It was concluded that group counseling over a long period of time was effective in

improving scholastic

performance.

Summary of Review Related Literature

A review of the literature in cognitive-behavioral counseling in connection to

academic performance suggest that cognitive group counseling can help to bring about

an increase in a measured positive attitude and behavior towards school and measured

decrease in anxiety. Such review suggest that cognitive-behavioral group counseling

can be a factor in increasing academic achievement when measured by standardized

test scores or grade point averages.

Within these areas, however, there were negative and inclusive findings. There

appears to be a need for more carefully controlled research to evaluate group

counseling techniques, procedures and effects.

 CHAPTER III

METHODOLOGY

This chapter will discuss the research design, setting, population, and

instruments, as well as the data gathering procedures and the statistical treatment of

the data gathered.

Research Design

the researcher employs a Quasi-experimental design. The study consisted of a

pretest/posttest course to both control and experimental group. This study designed

with a pretest and posttest quantitative descriptive analysis to “measure learners’

performance and to adjust instruction accordingly. Classroom assessment informs the

learners, as well as their parents and guardians, of their progress. (DO 8, 2015) (p.28).

The research design was chosen because it allows the researcher to determine the

changes in students’ academic performance and the changes and relationships, if any,

the treatment had on the subjects.

Research Setting

The study will be conducted in an public elementary school in Quezon City.

The school generally follows the DepEd K-to-12 curriculum guidelines in assessment.

Furthermore, it uses general weighted average (GWA) as a measure of academic

performance measured by the school form 9. Quarterly marks are given to update

students’ academic progress, comprises outstanding, Satisfactory, Very Satisfactory,

Satisfactory, Fairly Satisfactory, Did Not Meet Expectations

Report on Learning Progress and Achievement

Descriptors Grading Scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75 – 79 Passed
Did Not Meet Below 75 Failed

Expectations

The school caters pre-school, grade school, MADRASAH and ALS.

 20

Research Population

The population will include grade 6 underachieving student with the GWA of

75 below. Criteria for participation in the study were students unsatisfactory GWA

and willingness to attend group meeting regularly during homeroom guidance and

cognitive group counseling for 12 sessions.

Research Instruments

Pretest and Posttest course based on DO 21, s. 2018

Medium of teaching and learning in Grade 6. Courses should have one forty

minute (40 min.) session. At the end of quarter, learners will be assessed through

national assessments and international assessments to check if they are meeting the

key standards and evaluate academic performance. (DO 55, s 2016) (p.30)

Medium of Teaching and Learning Courses

in Grade 6

English English, Science, Math, Music,

Arts, PE, EPP

Filipino Filipino, Araling Panlipunan,

Edukasyon sa Pagpapakatao

Assessment of Academic Performance based on Report on Learning

Progress and Achievement. Quarterly marks are given to academic performance.

Results of the School Form 9 feed into the system assessment of DepEd, together with

data gathered from international and national assessments, which the teachers opted to

participate in for specific learning areas. It comprises of descriptors that indicates

academic performance of learners (DO 55, s 2016) (p.32).

 21

Scoring and Interpretation

Learners from Grades 1 to 12 are graded on Written Work, Performance Tasks,

and Quarterly Assessment every quarter. These three are given specific percentage

weights that vary according to the nature of the learning area.

This results in the total score for each component, namely Written Work,

Performance Tasks, and Quarterly Assessment. Raw scores from each component

have to be converted to a Percentage Score. This is to ensure that values are parallel to

each other. (DepEd 8, 2015 p. 36)

To compute the Percentage Score (PS), divide the raw score by the highest

possible score then multiply the quotient by 100%. This is shown below.

Percentage Scores are then converted to Weighted Scores to show the

importance of each component in promoting learning in the different subjects.

 Percentage Score is multiplied by the weight of the component found in Table

4 for Grades 1 to 10. The product is known as the Weighted Score (WS). . (DepEd 8,

2015 p. 38)
 22

The sum of the Weighted Scores in each component is the Initial Grade. This

Initial Grade will be transmuted using the given transmutation table to get the

Quarterly Grade (QG). he Quarterly Grade for each learning area is written in the

report card of the student. . (DepEd 8, 2015 p. 36)

The average of the Quarterly Grades (QG) produces the Final Grade.

The General Average is computed by dividing the sum of all final grades by

the total number of learning areas. Each learning area has equal weight. The Final

Grade in each learning area and the General Average are reported as whole numbers.

Table 8 shows an example of the Final Grades of the different learning areas and

General Average of a Grade 4 student. . (DepEd 8, 2015 p. 39)

 
 23

learner progress is shown quarterly to parents and guardians through a parent-

teacher conference, in which the report card is discussed. The grading scale, with its

corresponding descriptors, are in Table 10. Remarks are given at the end of the grade

level. . (DepEd 8, 2015 p. 40)

Content Validity

A group of 2 teachers and 3 master teachers in public schools would assess

content validity. These experts would review whether the school form 9 represents the

construct being measured. Their inputs would be considered to improve and finalize

school form 9.

Ethical considerations

Due to pandemic situation, public schools across the country apply different

learning modality. Melencio M. Castelo in particular has adopted blended learning to

practice physical distancing procedures. Because of this, adjustments may provide

upon the request of the students.

Data Gathering Procedures

The treatment Cognitive-behavioral group will conduct in 12 sessions once a

week during homeroom guidance. Each session followed a similar format of a

discussion of the session goal, a review of a brief summary of member experience and

group studying. The session objectives were as follows. Session 1 aimed to establish

relationship among group participants, to provide information regarding the group

goal and process. Session 2 was to explore group cohesiveness and shifting focus

towards low academic achievement. Session 3-6 emphasized practical skills/exposure

(reading skills and time management). Session 7-9 centered on Emotional Processing

in the group setting, such as no friends, lack of confidence, internet addicted etc.

planning Homework. Session 12 reviewed group learning, exchanged feedback and

encouraged to maintain member connections after the group dissolved.

 All 120 participants were given pretests and posttest courses on measurement

of academic performance based on the school form 9. These 2 groups were randomly

divided into the experimental and control conditions. The experiment group received

intervention for 12 sessions during homeroom guidance, 30 mins. per session, once

weekly for 2 quarters.

Statistical Treatment of Data

The statistics will be calculated using IBM SPSS Statistics 23. If necessary

and possible, any corresponding visual representation of the statistical data will be

created with the same software.

Question 1 will be solved by computing for the mean scores and standard

deviations for students (Question 1a), teachers (Question 1b), and administrators

(Question 1c).

𝛴𝑥
𝑥̅ =
𝑛
where 𝑥̅ is the mean,

𝛴𝑥 is the sum of the score,

n is the number of items.

∑(𝑥1 − 𝑥̅)2
𝑆=√ 𝑁−1
 where S is the standard deviation,

𝑥1 is the score of a population category,

𝑥̅ is the mean,

N is the student, teacher, or administrator research population.

To answer Question 2, one-way analyses of variance (ANOVA) will be used.

The total sum of squares will first be calculated.

𝑆𝑆𝑇 = 𝑆𝑆𝐵 + 𝑆𝑆𝑊

where SST is the total sum of squares,

SSB is the sum of squares between population groups,

SSW is the sum of squares within population groups.

Next, the mean square deviation between population groups will be calculated.

The degrees of freedom between population groups will first be found to solve for the

mean square deviation between population groups.

ⅆ𝑓𝐵 = 𝑘 − 1

where dfB is the degrees of freedom between population groups,

k is the number of population groups.

𝑆𝑆𝐵
𝑀𝑆𝐵 =
ⅆ𝑓�
�
where MSB is the mean square deviation between groups,

SSB is the sum of squares between population

groups, dfB is degrees of freedom between groups

Next, the mean square deviation within population groups will be calculated.

The degrees of freedom within population groups will first be found to solve for the

mean square deviation within population groups.

ⅆ𝑓𝑊 = 𝑁𝑇 − 𝑘

where dfW is the degrees of freedom within population groups,

 NT is the total sample size,

k is the number of population groups.

𝑆𝑆𝑊
𝑀𝑆𝑊 =
ⅆ𝑓�
�
where MSW is the mean square deviation within population groups,

SSW is the sum of squares within population groups,

dfW is the degrees of freedom within groups.

Finally, the F-ratio will be calculated.

𝑀𝑆𝐵
𝐹=
𝑀𝑆𝑊
where F is the F-ratio,

is the mean square deviation between population groups,

MSW is the mean square deviation within population groups.

[…]

Table 5

Interpretation of Correlation Coefficient (Evans, 1996)

Absolute value of Coefficient r Relationship strength

0.00 – 0.19 Very weak

0.20 – 0.39 Weak

0.40 – 0.59 Moderate

0.60 – 0.79 Strong

0.80 – 1.00 Very strong

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https://newrepublic.com/article/82329/education-reform-finland-us.

Airasian, P. W. (1997) Classroom assessment. (3rd ed.). New York: McGraw-Hill.

[…]

Wang, Xueli, & Hurley, S. (2012). Assessment as a scholarly activity?: Faculty

perceptions of and willingness to engage in student learning assessment.

The Journal of General Education, 61(1), 1-15.

Xu, J., & Corno, L. (1998). Family help and homework management reported by

middle school students. Elementary School Journal, 103(5), 503-518.

Xu, J., & Yuan, R. (2003). Doing homework: Listening to students’, parents’, and

teachers’ voices in one urban middle school community. School

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students. The Journal for Educational Research, 99(1), 46-55.

 APPENDIX A: Sample Handout of the COA-III Questionnaire

This survey is part of a study to gather data on the differences of conceptions of

assessment, if any, between students, teachers, and school administrators. This may
have implications on school policies and practices related to academic assessment.
Specifically, but not limited to teacher training, student-teacher dialogue, teacher-
administrator dialogue, assessment methodology, and curriculum development.

The process of assessment is described as “making judgments about students’ work,

inferring…what they know, value, and are capable of doing” (Joughin, 2009) through
gathering evidence of student learning.

INSTRUCTIONS: Tick the box that corresponds to your agreement with each
statement. Use the experiences you have had in your current school as your reference.

You are assured UTMOST CONFIDENTIALITY of your individual results.

SD = Strongly Disagree; UD = Usually Disagree; SoA = Somewhat Agree; MA =

Moderately Agree; UA = Usually Agree; StA = Strongly Agree

Assessment... SD UD SoA MA UA StA

1. ...provides information on how well schools
are doing.
2. ...is a good way to evaluate a school.
3. ...is an accurate indicator of a school’s
quality.
4. ...keeps schools honest and up-to-scratch.
5. ...measures the worth or quality of schools.
6. ...shows the value schools add to student
learning.
7. ...is assigning a grade or level to student
work.
8. ...places students into categories.
9. […]
Scoring scheme (not shown to participants)

Category Items Score SD = 1

School accountability 1-6 UD = 2
Student accountability 7-13 SoA = 3
Improvement of MA = 4
14-37
teaching/learning UA = 5
Irrelevant 38-50 SA = 6