Can teachers accurately predict student performance?

Thiede, Keith W.; Brendefur, Jonathan L.; Osguthorpe, Richard D.; Carney, Michele; Bremner, Amanda; Strother, Sam; Oswalt, Steven; Snow, Jennifer

doi:10.1016/j.tate.2015.01.012

Cited by 56 publications

(54 citation statements)

References 38 publications

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“…Thus, general educational attainment by teachers, as measured in these studies (e.g., degree achieved), does not appear to enhance judgment accuracy. However, targeted and intense professional development in a specific content area, such as math instruction, has been shown to increase judgment accuracy in that domain (Thiede et al., ), suggesting that teacher education likely needs to be fairly focused to positively influence judgment accuracy.…”

Section: Discussionmentioning

confidence: 99%

The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills

Kowalski

Brown

Pretti‐Frontczak³

et al. 2018

Psychology in the Schools

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Because of developmental constraints on the types of assessment that can be used with young children, teachers' judgments of students' skills and abilities are a particularly important source of information in early education. The present study investigates the accuracy of these judgments by examining agreement between Prekindergarten teachers' (n = 66) judgments of children's (n = 122) emerging math and literacy skills made with teacher rating scales and children's performance on a researcher-administered demand performance assessment. Average agreement between measures was 71% for language and literacy items and 66% for math items. When disagreements occurred for language and literacy skills, they were more likely a result of teachers reporting that children had fewer skills than indicated by the demand performance assessment, rather than more. For math, teachers were equally likely to report either fewer or more math skills than indicated by the performance measure. Teachers' over-and underestimations of children's skills were related to their ratings of the children's social-emotional functioning and the type of skills being assessed. Children's gender and race were not related to teacher accuracy; neither were teacher education or years of experience.

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Section: Discussionmentioning

confidence: 99%

The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills

Kowalski

Brown

Pretti‐Frontczak³

et al. 2018

Psychology in the Schools

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show abstract

“…A recent study by Thiede et al (2015) indicated that participation in professional development improved the accuracy of teachers' monitoring of student learning. The professional development was designed to help teachers give mathematics instructions in a student-centered way and incorporate formative assessment into instruction.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

University teacher judgments in problem-based learning: Their accuracy and reasoning

Wijnia

Loyens

Derous

et al. 2016

Teaching and Teacher Education

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This study investigated the accuracy of 14 university teacher's judgments. Early in the first year, university teachers rated the chance each university student in their group would successfully complete their first year as well as the entire bachelor's program. Results show that university teachers' chance ratings were predictive of actual academic success. However, they were more accurate in predicting success than failure. Moreover, results revealed that university teachers mostly built upon their observations of university students' engagement and motivation, instead of students' cognitive ability in their judgments. Unsuccessful university students received relatively more negatively framed statements than successful students did.

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“…For teachers, being able to perceive such differences is necessary for providing adequate adaptive support and guiding students’ self-regulated learning (Van de Pol et al 2011). Even though some authors have measured judgment accuracy by computing within-teacher correlations (e.g., Helmke and Schrader 1987; Thiede et al 2015), we do not know of any published work that investigates whether teachers can accurately judge a given student’s understanding of one text relative to another. This intra-individual level of accuracy, however, is a common focus in research on students’ metacomprehension.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?

Engelen

Camp

Pol

et al. 2018

Metacognition Learning

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We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy. Teachers also judged their students’ learning for each text, while seeing - if present - the keywords or summaries each student had written for each text, and also selected texts for restudy. Overall, monitoring accuracy was low (.10 for students, −.02 for teachers) and did not differ between cue-prompt conditions. Regulation, indexed by the correlation between JOLs and restudy selections, was significant (−.38 for students, −.60 for teachers), but was also not affected by cue-prompt condition. In Experiment 2, teachers judged students’ comprehension of six texts without knowing the students’ names, so that only the keywords and summaries, not prior impressions, could inform judgments. Again, monitoring accuracy was generally low (.06), but higher for keywords (.23) than for summaries (−.10). These results suggest that monitoring intra-individual differences in students’ learning is challenging for teachers. Analyses of the diagnosticity and utilization of keywords suggest that these may contain insufficient cues for improving teacher judgments at this level of specificity.

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Can teachers accurately predict student performance?

Cited by 56 publications

References 38 publications

The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills

The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills

University teacher judgments in problem-based learning: Their accuracy and reasoning

Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?

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