Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS

Martinez, Jose Felipe; Stecher, Brian M.; Borko, Hilda

doi:10.1080/10627190903039429

Cited by 92 publications

(87 citation statements)

References 28 publications

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“…Report card grades and scores on external assessments for the same subject correlate in the r=.40-.60 range (Ross and Gray 2008;Brennan et al 2001;D'Agostino and Bonner 2009;Entwisle and Alexander 1988;Leiter and Brown 1985;Martínez et al 2009). Higher correlations have been reported in sites where teachers rather than external examiners mark the tests (Lekholm and Cliffordson 2009) or teachers see the external results before submitting their own grades (Reeves et al 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

Consistency of report card grades and external assessments in a Canadian province

Ross

Kostuch²

2011

Educ Asse Eval Acc

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The study investigated how well report card grades communicate to students and parents that state educational standards are being met, standards that are objectively measured by infrequently administered mandated assessments. Data sources were report card grades and external assessment scores for 2006-09 for Ontario Canada. The information that parents and students received about student performance from report cards and external assessments were similar (r s =.47) to the r=.40-.60 range previously reported. Teachers assigned higher grades than external assessments warranted, even after a major source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort and school commitment) was controlled. The relationship of grades to assessment scores was robust across genders, school district types (Public versus Catholic) and language (English and French). Agreement of assessments was higher for grade 6 than for grade 3 and for Writing than for Reading or Mathematics. Report cards provided information about students' future achievement that was accurate and delivered up to 2 years prior to the administration of external assessments. Seventy to 80% of students who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external assessment, compared to 30-50% of students who failed to meet the report card standard at least once.

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Section: Literature Reviewmentioning

confidence: 99%

Consistency of report card grades and external assessments in a Canadian province

Ross

Kostuch²

2011

Educ Asse Eval Acc

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“…Thus, achievement was measured not only by the student's school grades but also by the teachers' judgement of the student's competence. Teachers can assess student achievement with a high degree of accuracy and validity, and because of their sustained interactions with students in the classroom during the school year, teachers gain an understanding of student achievement that is far richer and multidimensional than would be attainable through only standardized tests (Martínez et al, 2009). Further, previous studies have indicated that a teacher's evaluation is a more salient source of feedback that reflects motivational properties likely to be related to students' self-concept (e. g., Kung, 2009;Kung & Lee, 2016).…”

Section: Mathematics Achievementmentioning

confidence: 99%

“…Considering teacher judgement as an indicator of achievement renders teachers as a key source of information about student performance (Martínez, Stecher, and Borko, 2009). Thus, achievement was measured not only by the student's school grades but also by the teachers' judgement of the student's competence.…”

Section: Mathematics Achievementmentioning

confidence: 99%

Math Self-Concept and Mathematics Achievement: Examining Gender Variation and Reciprocal Relations among Junior High School Students in Taiwan

Lee

Kung

2018

EURASIA J MATH SCI T

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The study explored Taiwanese students' mathematics learning at the junior high school level. Utilizing structural equation modeling, it examined the relationships between math self-concept and mathematics achievement with longitudinal data. Participants included 1,256 Taiwanese seventh graders in the first wave and declined slightly to 1,211 eighth graders in the second wave. Findings indicated the following. First, the longitudinal effects were all significant: (a) prior mathematics achievement significantly predicted subsequent math self-concept (skill development model), (b) prior math selfconcept significantly predicted subsequent mathematics achievement (selfenhancement model), and (c) the reciprocal effects model was supported, and the effects of achievement tended to become stronger and more systematic. Second, results showed significant gender variation with respect to math self-concept and mathematics achievement. Boys had significantly higher math self-concept than girls, whereas girls exhibited higher mathematics achievement than boys. The implications of these findings for cultivating students' interest in mathematics learning were discussed.

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“…Неки аутори (нпр. Bakman, Palmer 2004;Braun 2007;Hjuz 2003;Hiton 1988;Martinez, Steker, Borko 2009) користе енглеске термине assessment и evaluation као синониме да означе процењивање, оцењивање или вред-новање неког аспекта наставе или учења. Други аутори (нпр.…”

Section: појам улога и важност тестирања у наставном процесуunclassified

“…И поред бројних тешкоћа на које наставници наилазе у изради тестова, као и упркос бројним недостацима које наставнички тест може да има (Grupa za reforme vrednovanja 2003; Frej i dr. 2005;Martinez, Steker, Borko 2009), у поређењу са готовим тестовима који се нуде, онај који на-ставник самостално изради пружа вернију слику о процесу учења и ње-говим резултатима и једино такав тест може да представља логичан и неопходан саставни део наставног процеса (Šepard 2000: 1). Такође, Брус и Шмит (2010: 108) упозоравају да ,,употреба примера из теста који је у склопу уџбеника, целокупних комерцијалних тестова или тестова које је направио неко други ко предаје или је предавао исти предмет отварају бројна питања валидности".…”

Section: закључакunclassified

The importance of teacher-made tests in foreign language teaching

Glušac¹,

Pilipovic²

2017

Nasledje, Krag

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Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS

Cited by 92 publications

References 28 publications

Consistency of report card grades and external assessments in a Canadian province

Consistency of report card grades and external assessments in a Canadian province

Math Self-Concept and Mathematics Achievement: Examining Gender Variation and Reciprocal Relations among Junior High School Students in Taiwan

The importance of teacher-made tests in foreign language teaching

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