Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

Machts, Nils; Kaiser, Johanna; Schmidt, Fabian T. C.; Möller, Jens

doi:10.1016/j.edurev.2016.06.003

Cited by 85 publications

(56 citation statements)

References 63 publications

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“…Differentiation in education is a highly debated topic, especially when it is applied in the form of homogeneous grouping. Teachers appear less accurate in estimating students' cognitive abilities when they are placed in homogeneous classrooms (Machts, Kaiser, Schmidt & Möller, 2016). Most concerns regarding homogeneous grouping are related to the reduced learning opportunities for low-ability students: within these groups, students cannot profit from the input of higher-ability peers or from the role models that high-ability students can be (e.g., Burris, Heubert, & Levin, 2006).…”

Section: Introduction: Differentiation In Primary Educationmentioning

confidence: 99%

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

Deunk

Jacobse

Boer

et al. 2018

Educational Research Review

150

156

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Section: Introduction: Differentiation In Primary Educationmentioning

confidence: 99%

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

Deunk

Jacobse

Boer

et al. 2018

Educational Research Review

150

156

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“…For example, teachers have been shown to have more difficulty with rating children whose performance is weaker (Feinberg and Shapiro 2009). Moreover, teachers might have more difficulty with judging pupils' cognitive skills, such as intelligence or potential for learning, than academic skills (Machts et al 2016). Investigating the factors that might influence teacher judgment will certainly be a focus of future research.…”

Section: Discussionmentioning

confidence: 99%

Using electronic technology in the dynamic testing of young primary school children: predicting school achievement

Touw

Vogelaar

Bakker

et al. 2019

Education Tech Research Dev

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This study aimed to combine the use of electronic technology and dynamic testing to overcome the limitations of conventional static testing, and adapt more closely to children's individual needs. We investigated the effects of a newly developed computerized series completion test using a dynamic testing approach and its relation to school achievement. The study utilized a pre-test-training post-test control-group design in which 164 children from grade 2 participated. To evaluate the additional effects of dynamic testing beyond the effects of (repeated) static testing of inductive reasoning on a tablet, half of the children were trained using a graduated prompts method, while the other half of the children only practiced solving the series completion task-items. The results showed that training with graduated prompts is effective in increasing the likelihood that children can solve series completion problems accurately. Furthermore, the number of prompts children needed during training, significantly predicted the performances of children on mathematics and technical reading tests. Teacher's judgments regarding their pupils' overall school performance and potential for learning, however, did not correlate significantly with the dynamic post-test score of the series completion test, which seemed to indicate that dynamic testing provides teachers with new information about the learning progress of individuals.

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“…Insgesamt gelingt es ihnen dabei besser, leistungsbezogene Merkmale als andere Schülermerkmale (z. B. kognitive Fähigkeiten, akademische Selbstkonzepte, Lernmotivation) zu bewerten (siehe Südkamp et al 2012;Machts et al 2016;Spinath 2005). Zugleich zeigen sich auch in Bezug auf die Urteilsakkuratheit akademischer Fähigkeiten große Unterschiede zwischen Lehrkräften: Südkamp et al (2012) berichten eine Spannweite der Korrelationen zwischen r = -0,03 und r = 0,84.…”

Section: Fremdeinschätzungen Akademischer Leistungen Von Schüler(inne)nunclassified

Determinants and accuracy of students’ ratings of their peers’ German and heritage language abilities

2020

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Zusammenfassung Modellen der Sprachaneignung zufolge sind für die die Entwicklung sprachlicher Fähigkeiten auch die sprachlichen Fähigkeiten von wichtigen Interaktionspartnern (z. B. Peers) bedeutsam. Da objektive Kompetenzmaße von Interaktionspartnern selten verfügbar sind, könnten alternativ Fremdeinschätzungen der sprachlichen Fähigkeiten erhoben werden. Im Beitrag wurden daher Schülerurteile über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch als potentielle Indikatoren tatsächlicher Sprachfähigkeiten untersucht. Mit Hilfe von Mehrebenenmodellen wurde analysiert, welchen Einflussfaktoren die Fremdeinschätzungen unterlagen, wie akkurat diese ausfielen und unter welchen Bedingungen akkuratere Einschätzungen gelangen. In allen Sprachen ergaben sich moderate Zusammenhänge zwischen den Fremdeinschätzungen und objektiven Leistungsmaßen, wobei die Urteilsakkuratheit insbesondere von Merkmalen auf der Beziehungsebene zur eigeschätzten Person (gemeinsamer Unterricht, geteilter Sprachhintergrund, Beziehungsqualität) moderiert wurde. Im Deutschen zeigten sich negative leistungsbezogene Vorurteile gegenüber Jugendlichen mit türkischer und russischer Herkunftssprache. Die Ergebnisse werden in Bezug auf Möglichkeiten und Grenzen von Fremdeinschätzungen sprachlicher Fähigkeiten sowie auf Konsequenzen leistungsbezogener Vorurteile diskutiert.

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Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

Cited by 85 publications

References 63 publications

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

Effective differentiation Practices:A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education

Using electronic technology in the dynamic testing of young primary school children: predicting school achievement

Determinants and accuracy of students’ ratings of their peers’ German and heritage language abilities

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