What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F22%3A00125724" target="_blank" >RIV/00216224:14230/22:00125724 - isvavai.cz</a>
Result on the web
<a href="https://www.sciencedirect.com/science/article/pii/S0361476X22000273" target="_blank" >https://www.sciencedirect.com/science/article/pii/S0361476X22000273</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.cedpsych.2022.102068" target="_blank" >10.1016/j.cedpsych.2022.102068</a>
Alternative languages
Result language
angličtina
Original language name
What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?
Original language description
The aim of the study was to determine the factors affecting teacher’s judgment accuracy while estimating performance in tests of cognitive abilities and academic achievement of students, and on which student abilities the evaluation was based on. The study included 223 students (38% females) of the fourth grade who were administered the test of cognitive abilities CFT 20-R and the test of academic (mathematical) achievement TIM3–5. Their performance was estimated by 10 teachers (8 females) using a 9-point scale and percentile. Furthermore, for a part of the children (n = 130), 6 of these teachers determined the probability with which the child would correctly solve two particular items of test TIM3–5. The most accurate method of estimation is the percentile rating, both for the cognitive abilities (r = 0.56) and the academic achievement (r = 0.63). The length of teacher experience and the level of evaluated student ability has no effect on the accuracy of judgment. The student’s gender has no effect on the accuracy of estimation or the level of ascribed ability. Teachers tended to underestimate students in a moderately difficult item of test TIM3–5, and overestimate in case of a difficult item. The study further presents a theoretical model in which the teacher’s impression of the student is based on the student’s cognitive abilities and academic achievement. Empirical verification of this model has shown that the basis for teacher’s judgment is primarily the student’s intelligence, which is manifested indirectly in the student’s academic achievement.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
—
Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Contemporary Educational Psychology
ISSN
0361-476X
e-ISSN
1090-2384
Volume of the periodical
69
Issue of the periodical within the volume
April
Country of publishing house
US - UNITED STATES
Number of pages
16
Pages from-to
1-16
UT code for WoS article
000799836900004
EID of the result in the Scopus database
2-s2.0-85129477021