A review on the accuracy of teacher judgments

Urhahne, Detlef; Wijnia, Lisette

doi:10.1016/j.edurev.2020.100374

Cited by 113 publications

(101 citation statements)

References 182 publications

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“…This meta-analytic message suggests that teachers’ perceptions of child temperament could affect their pedagogical decisions, which was consistent with other reports. For instance, it was found [ 156 ] that teachers tended to overestimate the achievement level of their class and were barely accurate in the assessment of negative emotions of the students. Deater-Deckard et al [ 42 ] provided evidence that perceived polarities of pupils’ temperament were related to the mismatch between the assigned grades and children’s abilities.…”

Section: Discussionmentioning

confidence: 99%

Temperament and Academic Achievement in Children: A Meta-Analysis

Nasvytienė

Lazdauskas

2021

EJIHPE

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This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament–achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family’s socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child’s academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.

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Section: Discussionmentioning

confidence: 99%

Temperament and Academic Achievement in Children: A Meta-Analysis

Nasvytienė

Lazdauskas

2021

EJIHPE

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“…Recent reviews and meta-analyses on teachers' judgment accuracy have stressed the urgent need for intervention studies on improving the quality of teachers' judgment (Kaufmann, 2020;Urhahne & Wijnia, 2021). Facilitating diagnostic competencies is a relatively new field with only nine empirical studies, none of which contain concrete interventions or suggesting methods to foster the quality of teachers' judgments on students' written performances (Chernikova et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Don't Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays

Jansen

Vögelin

Machts

et al. 2021

FLR

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When judging subject-specific aspects of students’ texts, teachers should assess various characteristics, e.g., spelling and content, independently of one another since these characteristics are indicators of different skills. Independent judgments enable teachers to adapt their classroom instruction according to students’ skills. It is still unclear how well teachers meet this challenge and which intervention could be helpful to them. In Study 1, N = 51 pre-service teachers assessed four authentic English as a Second Language (ESL) essays with different overall text qualities and different qualities of spelling using holistic and analytic rating scales. Results showed a negative influence of the experimentally manipulated spelling errors on the judgment of almost all textual characteristics. In Study 2, an experimental prompt was used to reduce this judgment error. Participants who were made aware of the judgment error caused by spelling errors formed their judgments in a less biased way, indicating a reduction of bias. The determinants of the observed effects and their practical implications are discussed.

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“…This implies that teacher judgements do not perfectly resemble student performance, and more than 40% of the variance may be attributed to teachers' reliance on nonacademic information. A more recent review study concludes that the accuracy of teacher judgements tends to be quite high with respect to students' academic achievement and intelligence, yet is substantially lower for outcomes that can indirectly contribute to students' educational success, such as judgements about student creativity, memory, meta-cognition, social skills and learning motivation (Urhahne & Wijnia, 2020). This can have important implications for biases in track recommendations, as teachers often base their recommendations on more than academic achievement and intelligence alone (Boone & Van Houtte, 2013;Vanlommel & Schildkamp, 2018).…”

Section: Inaccuracy Of Teachers' Judgementsmentioning

confidence: 99%

Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

Batruch¹,

Geven²,

Kessenich³

et al. 2021

Preprint

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Sorting students into hierarchically ordered tracks or streams on the basis of their academic performance (i.e., tracking) is ubiquitous in educational systems, and oftentimes based on teachers’ track recommendations. International surveys indicate that tracking is associated with educational inequalities. To determine if inequalities in tracking may be due to teacher recommendations being biased against students from disadvantaged socio-economic and/or ethnic backgrounds, we conducted a systematic review of 26 recent articles on tracking recommendations and students’ socio-economic or ethnic background. We find that teacher recommendations are biased against students from disadvantaged socio-economic backgrounds, yet evidence with respect to ethnic biases is more mixed. We also conducted an integrative review to examine which factors may account for social and ethnic inequalities in teacher tracking recommendations. We conclude that students’, parents’ and teachers’ attitudes and behaviours play a role in tracking recommendations but cannot fully account for the inequality in these recommendations. We discuss promising areas for future study, and argue that research may want to focus on finding institutional moderators in order to combat biases in educational institutions.

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A review on the accuracy of teacher judgments

Cited by 113 publications

References 182 publications

Temperament and Academic Achievement in Children: A Meta-Analysis

Temperament and Academic Achievement in Children: A Meta-Analysis

Don't Just Judge the Spelling! The Influence of Spelling on Assessing Second-Language Student Essays

Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions

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