What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2022

Kód důvěrnosti údajů

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

Název periodika

Contemporary Educational Psychology

ISSN

0361-476X

e-ISSN

1090-2384

Svazek periodika

69

Číslo periodika v rámci svazku

April

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

16

Strana od-do

1-16

Kód UT WoS článku

000799836900004

EID výsledku v databázi Scopus

2-s2.0-85129477021