CLIMATE CONNECTED TO ASSESSMENT IN SECONDARY EDUCATION by ProQuest

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									Cognition, Brain, Behavior. An Interdisciplinary Journal
Copyright © 2009 Romanian Association for Cognitive Science. All rights reserved.
ISSN: 1224-8398
Volume XIII, No. 3 (September), 341-362




               CLIMATE CONNECTED TO
         ASSESSMENT IN SECONDARY EDUCATION
                      Elena COCORADĂ , Aurel Ion CLINCIU *
                Department of Psychology, Transilvania University, Brasov, Romania




        ABSTRACT

          This paper explores the concept of school climate and develops a
          theoretical framework for a new concept - school climate connected to
          assessment - and its assigned instrument - QSCCA (Questionnaire of
          School Climate Connected to Assessment). Firstly, we describe the
          concept of organizational school climate and several instruments used to
          assess it. Secondly, we develop a framework, analyze a new concept of
          school climate connected to assessment and present our instrument.
          Finally, we focus the analysis and discussion on the results obtained with
          the help of QSCCA and other psychological instruments. Psychometric
          properties of QSCCA were assessed in different high schools. Our results
          may be used to measure and improve the quality of school life and
          learning.

        KEYWORDS: school climate, assessment, microviolence, psychometric
                         qualities.




Schools have certain particularities which make them fundamentally different from
other organizations: youth and adults work together, but although the young are in a
majority, the adults hold the power in terms of knowledge, organization,
assessment, and decision (Mialaret, 1991). The young are given daily assessments
from significant persons – their teachers and their mates (Jorro, 2000) and carry out
compulsory activities in certain groups, being a “captive public” especially in
compulsory education.



*
 Corresponding author:
E-mail: elena.cocorada@unitbv.ro
342                            E. Cocoradă, A. I. Clinciu



Organizational school climate

The complex concept of school climate is subordinated to the concept of
organizational climate which has been used in a vague way and with numerous
definitions. In accordance with an older meaning, climate is a measure of some
objective and relatively stable attributes which differentiate organizations ones from
others and which influence their members’ behaviors: the size, physical
environment, hierarchic levels, objectives, management styles, all these being in
connection with productivity/ effectiveness or absenteeism (Forehand & Gilmer,
1964, as cited in Brunet, 1983). The most frequent criticism of the definition arises
from removing the problem of perception which is essential in the social
background (Lewin, 1947) and from the fact that the
								
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