Teachers' judgments of students' academic achievement: Results from field and experimental studies

Teachers' Professional Development: Assessment, Training, and Learning

Volumn , Issue , 2014, Pages 5-25

  Südkamp, Anna ^a   Kaiser, Johanna ^b   Möller, Jens ^b  

^a TU DORTMUND UNIVERSITY   (Germany)

^b UNIVERSITY OF KIEL   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85015728863     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-6209-536-6     Document Type: Chapter

References (68)

1. Alexander, K. L., Entwisle, D. R., & Thompson, M. S. (1987). School performance, status relations, and the structure of sentiment: Bringing the teacher back in. American Sociological Review, 52, 665-682. doi:10.2307/2095602
2. Alvidrez, J., & Weinstein, R. S. (1999). Early teacher perceptions and later student academic achievement. Journal of Educational Psychology, 91, 731-746. doi:10.1037/0022-0663.91.4.731
3. Bailey, A. L., & Drummond, K. V. (2006). Who is at risk and why? Teachers' reasons for concern and their understanding and assessment of early literacy. Educational Assessment, 11, 149-178. doi:10.1207/s15326977ea1103&4_2
4. Baron, R. M., Tom, D. Y. H., & Cooper, H. M. (1985). Social class, race, and teacher expectations. In J. B. Dusek, V. C. Hall, & W. J. Meyer (Eds.), Teacher expectancies. Hillsdale, NJ: Erlbaum.
5. Bates, C., & Nettelbeck, T. (2001). Primary school teachers' judgements of reading achievement. Educational Psychology, 21, 177-187. doi:10.1080/01443410020043878
6. Begeny, J. C., Eckert, T. L., Montarello, S. A., & Storie, M. S. (2008). Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods. School Psychology Quarterly, 23, 43-55. doi:10.1037/1045-3830.23.1.43
7. Benner, A. D., & Mistry, R. S. (2007). Congruence of mother and teacher educational expectations and low-income youth's academic competence. Journal of Educational Psychology, 99, 140-153. doi:10.1037/0022-0663.99.1.140
8. Bennett, R. E., Gottesman, R. L., Rock, D. A., & Cerullo, F. (1993). Influence of behavior perceptions and gender on teachers' judgments of students' academic skill. Journal of Educational Psychology, 85, 347-356. doi:10.1037/0022-0663.85.2.347
9. Bolte, C., Köppen, G., Möller, J., & Südkamp, A. (2012). Diagnostic competence of pre-service teachers analysed by means of the simulated science classroom. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Part 13 (J. Viiri & D. Couso, pp. 18-24). Lyon, France: European Science Education Research Association.
10. Chang, D. F., & Demyan, A. L. (2007). Teachers' stereotypes of Asian, Black, and White students. School Psychology Quarterly, 22, 91-114. doi:10.1037/1045-3830.22.2.91
11. Chang, D. F., & Sue, S. (2003). The effects of race and problem type on teachers' assessments of student behavior. Journal of Consulting and Clinical Psychology, 71, 235-242. doi:10.1037/0022-006X.71.2.235
12. Coladarci, T. (1986). Accuracy of teacher judgments of student responses to standardized test items. Journal of Educational Psychology, 78, 141-146. doi:10.1037/0022-0663.78.2.141
13. Demaray, M. K., & Elliott, S. N. (1998). Teachers' judgments of students' academic functioning:A comparison of actual and predicted performances. School Psychology Quarterly, 13, 8-24. doi:10.1037/h0088969
14. DuPaul, G. J., Rapport, M. D., & Perriello, L. M. (1991). Teacher ratings of academic skills: The development of the Academic Performance Rating Scale. School Psychology Review, 20, 284-300.
15. Dusek, J. B., & Joseph, G. (1983). The bases of teacher expectancies: A meta-analysis. Journal of Educational Psychology, 75, 327-346. doi:10.1037/0022-0663.75.3.327
16. Eckert, T. L., Dunn, E. K., Codding, R. S., Begeny, J. C., & Kleinmann, A. E. (2006). Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report. Psychology in the Schools, 43, 247-265. doi:10.1002/pits.20147
17. Feinberg, A. B., & Shapiro, E. S. (2003). Accuracy of teacher judgments in predicting oral reading fluency. School Psychology Quarterly, 18, 52-65. doi:10.1521/scpq.18.1.52.20876
18. Feinberg, A. B., & Shapiro, E. S. (2009). Teacher accuracy: An examination of teacher-based judgments of students' reading with differing achievement levels. The Journal of Educational Research, 102, 453-462. doi:10.3200/JOER.102.6.453-462
19. Fiedler, K., Freytag, P., & Unkelbach, C. (2007). Pseudocontingencies in a simulated classroom. Journal of Personality and Social Psychology, 92, 665-677. doi:10.1037/0022-3514.92.4.665
20. Fiedler, K., Walther, E., Freytag, P., & Plessner, H. (2002). Judgment biases in a simulated classroom:A cognitive-environmental approach. Organizational Behavior and Human Decision Processes, 88, 527-561. doi:10.1006/obhd.2001.2981
21. Fletcher, J., Tannock, R., & Bishop, D. V. M. (2001). Utility of brief teacher rating scales to identify children with educational problems: Experience with an Australian sample. Australian Journal of Psychology, 53, 63-71. doi:10.1080/00049530108255125
22. Graney, S. B. (2008). General education teacher judgments of their low-performing students' short-term reading progress. Psychology in the Schools, 45, 537-549. doi:10.1002/pits.20322
23. Hamilton, C., & Shinn, M. R. (2003). Characteristics of word callers: An investigation of the accuracy of teachers' judgments of reading comprehension and oral reading skills. School Psychology Review, 32, 228-241.
24. Hauser-Cram, P., Sirin, S. R., & Stipek, D. (2003). When teachers' and parents' values differ: Teachers' ratings of academic competence in children from low-income families. Journal of Educational Psychology, 95, 813-820. doi:10.1037/0022-0663.95.4.813
25. Hecht, S. A., & Greenfield, D. B. (2001). Comparing the predictive validity of first grade teacher ratings and reading-related tests on third grade levels of reading skills in young children exposed to poverty. School Psychology Review, 30, 50-69.
26. Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision. [Cognitive Abilities Test (CogAT; Thorndike, L. & Hagen, E., 1954-1986)--German adapted version/author)]. Göttingen: Beltz.
27. Helmke, A., & Schrader, F.-W. (1987). Interactional effects of instructional quality and teacher judgment accuracy on achievement. Teaching and Teacher Education, 3, 91-98. doi:10.1016/0742-051X(87)90010-2
28. Helwig, R., Anderson, L., & Tindal, G. (2001). Influence of elementary student gender on teachers' perceptions of mathematics achievement. Journal of Educational Research, 95, 93-102. doi:10.1080/00220670109596577
29. Hinnant, J. B., O'Brien, M., & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school year. Journal of Educational Psychology, 101, 662-670. doi:10.1037/a0014306
30. Hoge, R. D., & Butcher, R. (1984). Analysis of teacher judgments of pupil achievement levels. Journal of Educational Psychology, 76, 777-781. doi:10.1037/0022-0663.76.5.777
31. Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59, 297-313. doi:10.2307/1170184
32. Hopkins, K. D., George, C. A., & Williams, D. D. (1985). The concurrent validity of standardized achievement tests by content area using teachers' ratings as criteria. Journal of Educational Measurement, 22, 177-182. doi:10.1111/j.1745-3984.1985.tb01056.x
33. Hurwitz, J. T., Elliott, S. N., & Braden, J. P. (2007). The influence of test familiarity and student disability status upon teachers' judgments of students' test performance. School Psychology Quarterly, 22, 115-144. doi:10.1037/1045-3830.22.2.115
34. Impara, J. C., & Plake, B. S. (1998). Teachers' ability to estimate item difficulty: A test of assumptions in the Angoff standard setting method. Journal of Educational Measurement, 35, 69-81. doi:10.1111/j.1745-3984.1998.tb00528.x
35. Jussim, L. J., & Eccles, J. (1995). Are teacher expectations biased by students' gender, social class, or ethnicity? In Y.-T. Lee, L. J. Jussim, & C. R. McCauley (Eds.), Stereotype accuracy: Toward appreciating group differences (pp. 245-271). Washington, DC: American Psychological Association.
36. Jussim, L., Eccles, J. S., & Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. Advances in Experimental Social Psychology, 28, 281-388. doi:10.1016/S0065-2601(08)60240-3
37. Kaiser, J., Helm, F., Retelsdorf, J., Südkamp, A., & Möller, J. (2012). Zum Zusammenhang von Intelligenz und Urteilsgenauigkeit bei der Beurteilung von Schülerleistungen im Simulierten Klassenraum [On the relation of intelligence and judgment accuracy in the process of assessing student achievement in the simulated classroom]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 26, 251-261. doi:10.1024/1010-0652/a000076
38. Kaiser, J., Retelsdorf, J., Südkamp, A., & Möller, J. (2013). Achievement and engagement: How student characteristics influence teacher judgments. Manuscript submitted for publication.
39. Kaiser, J., Schubert, C., Südkamp, A., & Möller, J. (2012, September). Stehen Minderheiten im Fokus bei der Beurteilung durch Lehrkräfte? [Do teachers focus minorities when making judgments?]. Paper presented at the 48th Congress of the German Psychological Society (DGPs), Bielefeld, Germany.
40. Karing, C. (2009). Diagnostische Kompetenz von Grundschul- und Gymnasiallehrkräften im Leistungsbereich und im Bereich Interessen [Diagnostic competence of elementary and secondary school teachers in the domains of competence and interests]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 23, 197-209. doi:10.1024/1010-0652.23.34.197
41. Kennedy, E. (1995). Contextual effects on academic norms among elementary school students. Educational Research Quarterly, 18, 5-13.
42. Kenny, D. T., & Chekaluk, E. (1993). Early reading performance: A comparison of teacher-based and testbased assessments. Journal of Learning Disabilities, 26, 227-236. doi:10.1177/002221949302600403
43. Klinedinst, R. E. (1991). Predicting performance achievement and retention of fifth-grade instrumental students. Journal of Research in Music Education, 39, 225-238. doi:10.2307/3344722
44. Krolak-Schwerdt, S., Böhmer, M., & Gräsel, C. (2013). The impact of accountability on teachers' assessments of student performance: A social cognitive analysis. Social Psychology of Education. Advance online publication. doi:10.1007/s11218-013-9215-9
45. Kuklinski, M. R., & Weinstein, R. S. (2001). Classroom and developmental differences in a path model of teacher expectancy effects. Child Development, 72, 1554-1578. doi:10.1111/1467-8624.00365
46. Li, H., Pfeiffer, S. I., Petscher, Y., Kumtepe, A. T., & Mo, G. (2008). Validation of the Gifted Rating Scales-School Form in China. Gifted Child Quarterly, 52, 160-169. doi:10.1177/0016986208315802
47. Lorenz, C., & Artelt, C. (2009). Fachspezifität und Stabilität diagnostischer Kompetenz von Grundschullehrkräften in den Fächern Deutsch und Mathematik [Domain specificity and stability of diagnostic competence among primary school teachers in the school subjects of German and mathematics]. Zeitschrift für Pädagogische Psychologie, 23, 211-222. doi:10.1024/1010-0652.23.34.211
48. Maguin, E., & Loeber, R. (1996). How well do ratings of academic performance by mothers and their sons correspond to grades, achievement test scores, and teachers' ratings? Journal of Behavioral Education, 6, 405-425. doi:10.1007/BF02110514
49. Möller, J., Retelsdorf, J., Köller, O., & Marsh, H. W. (2011). The Reciprocal I/E Model: An integration of models of relations between academic achievement and self-concept. American Educational Research Journal, 48, 1315-1346. doi:10.3102/0002831211419649
50. Mulholland, L. A., & Berliner, D. C. (1992, April). Teacher experience and the estimation of student achievement. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
51. Muthén, L. K., & Muthén, B. O. (2010). Mplus (Version 6) [Computer software]. Los Angeles, CA:Muthén & Muthén.
52. Pomplun, M. (2004). The differential predictive validity of the initial skills analysis: Reading screening tests for K-3. Educational and Psychological Measurement, 64, 813-827. doi:10.1177/0013164404263879
53. Raven, J. C. (1962). Advanced progressive matrices. London: Lewis & Co. Ltd.
54. Retelsdorf, J., Becker, M., Köller, O., & Möller, J. (2011). Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching. British Journal of Educational Psychology, 82, 647-671. doi:10.1111/j.2044-8279.2011.02051.x
55. Retelsdorf, J., Köller, O., & Möller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21, 550-559. doi:10.1016/j.learninstruc.2010.11.001
56. Ritts, V., Patterson, M. L., & Tubbs, M. E. (1992). Expectations, impressions and judgments of physically attractive students: A review. Review of Educational Research, 62, 413-426. doi:10.3102/00346543062004413
57. Schrader, F.-W. (2010). Diagnostische Kompetenz von Eltern und Lehrern. [Diagnostic competence of parents and teachers.] In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (4th ed., pp. 102-108). Weinheim: Beltz.
58. Schrader, F.-W., & Helmke, A. (2001). Alltägliche Leistungsbeurteilung durch Lehrer [Day-to-day performance evaluation by teachers]. In F. E. Weinert (Ed.), Leistungsmessung in Schulen (pp. 45-58). Weinheim, Germany: Beltz.
59. Shavelson, R. J., & Stern, P. (1981). Research on teachers' pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455-498. doi:10.3102/00346543051004455
60. Spinath, B. (2012). Beiträge der Pädagogischen Psychologie zur Professionalisierung von Lehrerinnen und Lehrern: Diskussion zum Themenschwerpunkt. [Educational Psychology's contributions to professional teacher development: Discussion of the special issue]. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 26(4), 307-312. doi:10.1024/1010-0652/a000082
61. Südkamp, A., & Möller, J. (2009). Referenzgruppeneffekte im Simulierten Klassenraum: direkte und indirekte Einschätzungen von Schülerleistungen. [Reference-group effects in a simulated classroom: Direct and indirect judgments]. Zeitschrift für Pädagogische Psychologie, 23, 161-174. doi:10.1024/1010-0652.23.34.161
62. Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104, 743-762. doi:10.1037/a0027627
63. Südkamp, A., Möller, J., & Pohlmann, B. (2008). Der Simulierte Klassenraum: Eine experimentelle Untersuchung zur diagnostischen Kompetenz [The simulated classroom: An experimental study on diganostic competence]. Zeitschrift für Pädagogische Psychologie, 22, 261-276. doi:10.1024/1010-0652.22.34.261
64. Tenenbaum, H. R., & Ruck, M. D. (2007). Are teachers' expectations different for racial minority than for European American students? A meta-analysis. Journal of Educational Psychology, 99, 253-273. doi:10.1037/0022-0663.99.2.253
65. Tiedemann, J. (2000). Parents' gender stereotypes and teachers' beliefs as predictors of children's concept of their mathematical ability in elementary school. Journal of Educational Psychology, 92, 144-151. doi:10.1037/0022-0663.92.1.144
66. Trouilloud, D. O., Sarrazin, P. G., Martinek, T. J., & Guillet, E. (2002). The influence of teacher expectations on student achievement in physical education classes: Pygmalion revisited. European Journal of Social Psychology, 32, 591-607. doi:10.1002/ejsp.109
67. Wang, S. S., Treat, T. A., & Brownell, K. D. (2008). Cognitive processing about classroom-relevant contexts: Teachers' attention to and utilization of girls' body size, ethnicity, attractiveness, and facial affect. Journal of Educational Psychology, 100, 473-489. doi:10.1037/0022-0663.100.2.473
68. Wigfield, A., Galper, A., Denton, K., & Seefeldt, C. (1999). Teachers' beliefs about former Head Start and non-Head Start first-grade children's motivation, performance, and future educational prospects. Journal of Educational Psychology, 91, 98-104. doi:10.1037/0022-0663.91.1.98