Primary School Teachers' Judgements of Reading Achievement

Abstract

Reading accuracy and comprehension scores (Neale, 1988) from 108 school children aged 6-8 years were compared with their teachers' (n 5 29) predictions of reading achievements. Predictions about relative individual differences in achievements were moderately correlated with accuracy (0.77) and comprehension (0.62) scores, but a majority of absolute judgements were substantially incorrect, with more than one-third in error by 12 months in reading age. There was a highly signi cant tendency to over-estimate the reading skills of low achieving students.

Exploring Chemistry Student Teachers’ Diagnostic Competence—A Qualitative Cross-Level Study

“…On the other hand, Begeny, Eckert, Montarello, and Storie (2008) [53] detected an underestimation of these abilities. Bates and Nettelback (2001) [54] examined diagnostic competence with regard to professional experience (e.g., years in the job). The study revealed a tendency for experience to promote diagnostic competence.…”

“…Thus, the development of the competence in this field needs to be a part of university teacher training programs (e.g., [54,58]). This is not to say that it is totally lacking from such programs.…”

Agreement Among Adolescents, Parents, and Teachers on Adolescent Personality

“…Multiple studies have demonstrated that teachers are not particularly accurate in judging their pupils' academic achievements (Bates & Nettelbeck, 2001;Feinberg & Shapiro, 2003) and are even worse in judging their pupils' personalities. For example, Miller and Davis (1992) found that in judging cognitive abilities, teachers were as accurate as mothers; they were less successful, however, in rating personality traits.…”

Teacher Judgment of Reading Achievement: Cross-Sectional and Longitudinal Perspective

“…In practice this finding suggests that third grade teachers who judge a student as a low proficiency reader will be highly influenced by SES but their judgments will be less influenced by SES for students whom they judge as high proficiency readers. A number of studies (Bates & Nettelbeck, 2001;Begeny et al, 2008;Coladarci, 1986;Feinberg & Shapiro, 2009) have shown that teachers were more accurate at judging performance for high achieving students and less accurate at judging performance for lower achieving students. Coladarci explained this result by suggesting that teachers are more inclined to judge their high achieving students as proficient.…”

“…They found large and positive correlations between the ratings and the CTBS subtests for reading (r = .74) and language arts (r = .73). Bates and Nettelbeck (2001) compared teacher estimates of students' percentile ranks on two subtests of the Neale Analysis of Reading Ability-Revised (NARA-R, Neale, 1988) with scores from the same measure. Again, findings revealed large and positive correlations between ratings and standardized tests for both reading accuracy (r = .77) and reading comprehension (r = .62).…”