Examining teachers' judgment of students' 21^st century skills and academic and behavioral outcomes

Abstract

In this study we examined the relationship of students' 21st century skills with their academic and behavioral outcomes. We investigated K‐12 teachers' (n = 150) judgment of students' (n = 3,108) use of 21st century skills (i.e., persistence, curiosity, affect, and cognition behaviors) via a Likert‐type rating scale. We compared teachers' ratings with students' academic and behavioral outcomes in a southeastern school district. We used Hierarchical Linear Modeling with length of teacher acquaintance with the student as the nesting variable. Teacher ratings for students' low instances of persistence behaviors and high instances of externalizing affect behaviors were predictive of a higher probability of student office discipline referrals. We found a positive correlation for teachers' ratings of students' cognition behaviors and their reading, mathematics, and science outcomes. Teachers' student length of acquaintance was significant for academic outcomes. Results indicated a predictive relationship with teachers' judgment of students' 21st century skills and student outcomes.

Who Gets Identified? The Consequences of Variability in Teacher Ratings and Combination Rules for Determining Eligibility for Gifted Services for Young Children

“…These ICCs indicated a non-ignorable portion of the total variance in ratings was due to the between-teacher variability. Likewise, another study reported the ICC of students’ mathematics and science scores of 0.25 and 0.19, respectively (Woods-Groves et al, 2021), indicating again a substantial amount of the between-teacher variance in predicting students’ mathematics and science outcomes. In sum, the proportion of variability in teacher ratings that lies between teachers has been shown to range from 10% to 33% and depends on the domain assessed.…”

“…Similarly, in the science domain, teacher ratings appeared to have a positive relationship with students' science performance, but again there is variability between teachers in these ratings (Herman & Choi, 2008). Specifically, teachers appeared to be better equipped to rate students in their science outcomes relative to the length of acquaintance-teachers who had known students for a longer period of time were able to rate their students' science ability more accurately compared to those who had not (Woods-Groves et al, 2021). In addition, when teachers received sufficient training on how to use the teacher rating scales in the science domain, teachers were found to be more capable of rating their students' science abilities (Renzulli et al, 2010).…”

“…The variability between teachers is dependent upon what domain teachers rate (e.g., motivation, creativity, mathematics, and science ability), but in general, teacher ratings are positively correlated with student performance and ability. For example, in a study with more than 3,000 students and 150 teachers, teacher ratings of students' academic and behavioral domains were positively related to students’ cognitive behaviors as well as their mathematics, reading, and science performance (Woods-Groves et al, 2021). Similarly, teacher ratings were found to be predictive of students’ motivation as well as their mastery of mathematics, science, and other subjects such as English, German, and a second foreign language (Dicke et al, 2012).…”

“…The school psychologist administers the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V;Wechsler, 2014) and either the Kaufman Test of Educational Achievement-Third Edition (KTEA-3;Kaufman & Kaufman, 2014) or the Woodcock-Johnson IV (WJ IV;Schrank et al, 2014) Tests of Achievement if the decision is to evaluate.…”

Improving critical thinking skills of high school students through learning mini research projects on household waste management activities

“…Students are expected by their teachers to engage in motivational behaviors such as curiosity and perseverance, demonstrate social-emotional competence, and take part in cognition behaviors. With these abilities (Woods-Groves et al, 2021). Education in the 21st century is required to meet competency standards in accordance with current global trends.…”