The relationship between grading and teacher judgment

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F19%3A00108033" target="_blank" >RIV/00216224:14210/19:00108033 - isvavai.cz</a>

Výsledek na webu

<a href="https://content.sciendo.com/view/journals/jped/10/2/article-p9.xml" target="_blank" >https://content.sciendo.com/view/journals/jped/10/2/article-p9.xml</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.2478/jped-2019-0005" target="_blank" >10.2478/jped-2019-0005</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The relationship between grading and teacher judgment

Popis výsledku v původním jazyce

The paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.

Název v anglickém jazyce

The relationship between grading and teacher judgment

Popis výsledku anglicky

The paper presents two studies examining the interrelation of grading and teacher judgment. Study 1 revealed the structure of teacher judgment two teachers and their classes, based on data from long-term ethnographic research. Through inductive analysis of teacher statements about students, four criteria by which teachers judge their students were identified: performance, aptitude, effort, and communicativeness. Using quantitative data from 639 students and 32 teachers, Study 2 explored the relationship between the criteria for teacher judgment identified in Study 1 and the grade assigned to a particular student. Evaluation questionnaires that teachers completed about their students were used. All four criteria identified in Study 1 positively correlated with the grade, but as the multiple linear regression analysis showed, the final grade was most influenced by the category of performance. However, a teacher’s perception of a student’s performance did not always fully align with their performance as measured by a standardized test.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA17-03643S" target="_blank" >GA17-03643S: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2019

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of pedagogy / Pedagogický časopis

ISSN

1338-1563

e-ISSN

—

Svazek periodika

10

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

SK - Slovenská republika

Počet stran výsledku

27

Strana od-do

9-35

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85078214786