Analysis

The Responsibility for Student Achievement (RSA) questionnaire is an assessment tool designed to measure teachers’ perceptions regarding the responsibilities associated with student performance. The RSA aims to understand the extent to which teachers believe that student achievement is the result of their own actions and strategies, or whether it depends on external factors, such as the students’ family environment and socioeconomic status. The questionnaire typically includes a variety of statements and questions that cover different aspects of responsibility, asking participants to rate their agreement or disagreement.

Objective

The main objective of the RSA questionnaire is to examine and record teachers’ views on their responsibility for their students’ performance. The RSA seeks to identify beliefs that may influence educational practices and strategies. Through the analysis of the responses, researchers can identify areas where teachers feel more or less responsible and recognize the sources that influence their perceptions.

Calibration

The calibration of the RSA usually involves the use of a Likert scale, where participants rate their agreement with various statements related to responsibility for student achievement. For example, the scale may include options such as “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree.” Responses are coded and quantitatively analyzed to determine the overall attitude of teachers regarding responsibility for student achievement. The reliability and validity of the questionnaire are typically assessed through statistical analyses, such as internal consistency analysis (e.g., Cronbach’s alpha) and factor analysis.

Bibliography

Guskey, T. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32, 44–51.