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Adapting the Self-Anchoring Rating Technique to Mail Questionnaire Form

During the summer of 1979, a series of workshops were conducted to improve instruction for, and attitude toward, the physically handicapped high school science’ student. these workshop were conducted in various geographic areas of Indiana and were attended by public school science teachers, administrators, counselors, school psychologists, and special education teachers. Because of the apparent success of initial workshops, the workshop staff decided to reallocate funds in order to present an additional workshop in another area of Indiana. The self-anchoring rating technique (Kilpatrick and Contril, 1960) had originally been selected as a part of the final.evaluation scheduled to take place approximately three months after the close of each workshop. It was envisioned that the self-anchoring scales would provide assessment data concerning individuals’ perceptions of their levels of _ competence before the workshop, after the workshop, and two years in the future. Additionally, content analysis of the respondents’ descriptions of an ideal science teacher (or administrator, special education teacher, or whatever, whichever the respondent identified as his or her professional position) and an extremely inadequate science teacher (or whatever) would provide a somewhat unobtrusive means