The Accuracy of Teachers' Ratings of Ability: A Regression Model

Egan, Owen; Archer, Peter

doi:10.2307/1162985

Cited by 12 publications

(14 citation statements)

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“…One measure adopted was a teacher rating of each student's potential for achievement. Support for the use of teacher ratings of ability is found in the work of and Egan and Archer (1985) who conclude that ". .…”

Section: Ability-exogenous Variablementioning

confidence: 99%

Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

Tolhurst

Debus

2002

Journal of Educational Computing Research

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Based on evidence from the learner control literature, a study was designed that aimed to identify the conditions and individual characteristics that would best support learners' acceptance of control within hypermedia. The effects of prior domain knowledge, learning activity structure, ability, and attitudes on acceptance of control opportunity, knowledge acquisition, and attitudes were investigated. The study was conducted in two single-gender schools to remove the effects of gender interaction while using computers. Confirmatory analysis of a covariance structure model did not provide support for the hypothesized effects, with the exception of a weak effect for the variable ability on acceptance of control opportunity. Analysis of a substantivelybased alternative model identified an effect of the school students attended on students' choices within the software. The effect of the "school" variable was stronger than the hypothesized variables. Qualitative analysis of interview and audit-trail data further supported the quantitative results showing a difference in preferences and navigational strategies for students at the two schools. Qualitative results and existing literature suggest factors that may contribute to the effect of the "school" variable are the epistemological beliefs of students, school culture, and gender. Further research attention to these variables is recommended.

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Section: Ability-exogenous Variablementioning

confidence: 99%

Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

Tolhurst

Debus

2002

Journal of Educational Computing Research

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“…There seems to be a widespread assumption, particularly among school psychologists and educational researchers that teachers are generally poor judges of the attributes of their students, that their perceptions are often subject to bias or error (Egan and Archer, 1985;Brophy, 1983;Hoge, 1984). Hoge and Coladarci (1989) reviewed 16 studies which focus on the relationship between teachers' judgements of their students' academic performance and the students' actual performance on an achievement criterion.…”

Section: Introductionmentioning

confidence: 99%

Classroom assessment in Greek primary schools

Mavrommatis

1996

The Curriculum Journal

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This paper briefly presents some of the main findings concerning the implementation of assessment in Greek primary classrooms, from a study which explored the relation between teaching, learning and assessment in the primary classroom. It examines the assessment practices used; the purposes teachers attempted to fulfil when assessing; and the content of these assessments. The broader aim of the study was to present a general picture of assessment procedures in a typical Greek primary classroom. Classroom observations, a questionnaire and informal interviews with observed teachers and pupils provided rich data regarding teachers' practices and their views of assessment.

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“…For the most part, teacher judgment of student ability has been found to be a reliable estimate compared to standardized test scores (Egan & Archer, ; Hopkins et al, ; Martínez et al, ). Indeed, our own results support this assertion.…”

Section: Discussionmentioning

confidence: 99%

“…Across a variety of disciplines, teacher judgment of student ability has been found to be a reliable measure (Begeny, Eckert, Montarello, & Storie, ; Martínez, Stecher, & Borko, ; Perry & Meisels, ; Südkamp, Kaiser, & Möller, ); that is, teacher judgment was predictive and/or consistent with other measures of student ability. Mathematics is no exception in that teachers’ judgments have also been found to be reliable measures of students’ mathematical ability when compared to standardized or objective tests of ability (Egan & Archer, ; Hopkins, George, & Williams, ; Martínez et al, ).…”

Section: Literature Reviewmentioning

confidence: 99%

A teacher’s judgment of spatial ability

Kotsopoulos

Makosz

Zambrzycka

et al. 2018

School Sci & Mathematics

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International standardized tests are showing an underperformance of students in geometry and spatial ability relative to other content domains. In this research, we examined the relationship between a teacher's judgment of third-and fourth-grade students' geometry and spatial ability (i.e., grades), three spatial ability tasks (Water-Level-Task, the Rod-and-Frame Test, and the Mental-Rotations-Test), composite spatial ability score, and standardized test scores of geometry and spatial ability.Results showed that this teacher's judgment of a student's geometry and spatial ability was more ambitious than evidence from the other measures. While two of the spatial ability tasks and the composite spatial ability score showed improvement over time, the teacher's judgment of students' geometry, and spatial ability did not show improvement over time. Implications for learning will be discussed. K E Y W O R D Sassessment, geometry, spatial, teacher judgment

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The Accuracy of Teachers' Ratings of Ability: A Regression Model

Cited by 12 publications

References 0 publications

Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

Influence of Prior Knowledge, Attitudes, Ability, and Activity Structure on Students' Learning and Use of Software

Classroom assessment in Greek primary schools

A teacher’s judgment of spatial ability

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