What marks should I give? A model of the organization of teachers’ judgments of their pupils

Abstract

The present study is devoted to the empirical endeavour ofshowing the structural characteristics of this claimed general dimension, its longitudinal consistency, and its causal influence on the first level organization of judgments. A content analysis ofschool reports of 77 Italian pupils, filled out by their own five teachers over five years ofcompulsory school (from 6 to 10 years) show seven major topics, which are used by the teachers for their year-scheduled evaluations.A Lisrel-based two-levels model of the organization of judgments is then presented and discussed. This model is shown to be well held by teachers at the end of the first school form and it allows to predict the organization oftheir evaluations during third and fifth form, as well as final judgments ofeach form .. This model is discussed in a social psychological framework, which underlines the role played by normative aims of the school programmes and the evaluative everyday practices as major professional duties for teachers.

Three Years Later: A Follow‐Up Study of Parents' Assessments of Their Children's Competencies1

“…We can speculate that the school's requirements for practical skills differ in some way from those with which the children of vocationally educated parents have familiarized themselves. As mathematics and the mother tongue are already highly valued in the first school years—as manifested by the fact that a major part of the feedback parents receive of their children's achievement derives from these two subjects (e.g., Kasanen & Räty, 2002; Selleri, Carugati, & Scappini, 1995)—the vocationally educated parents also may change their views of the educational importance of practical skills.…”

Teachers facing school failure: the social valorization of effort in the school context

“…The common sense theories concerning educational issues (and in particular with respect to intelligence and its development) have been investigated on several occasions, both in the theoretical field of social representations (e.g., Carugati, 1990a;Carugati & Selleri, 1998Carugati, Selleri, & Scappini, 1994;Constans & de Leonardis, 2003;Matteucci, 2003;Mugny & Carugati, 1985;Selleri, Carugati, & Scappini, 1995;, and implicit theories (e.g., Dweck & Legett, 1988;Dweck et al, 1993Dweck et al, , 1995. In particular, European investigators have expanded on the study of social representations of intelligence and its development, in teachers and parents, by assuming a link between representation and educational practices.…”

Gendered Views of Ability in Parents’ Perceptions of Their Children’s Academic Competencies

“…Mathematics and Finnish are pivotal academic subjects because verbal-cognitive skills play a crucial role in the definition of the child's educability, which is manifested in the fact that a major part of the feedback parents receive about their child's achievement derives from these two subjects (e.g., Kasanen, Räty, & Snellman, 2003;Selleri, Carugati, & Scappini, 1995). In the very first years, the mother tongue in particular is an important subject, for the child's developing reading skills are thoroughly evaluated, and the instruction is differentiated according to reading skills; for example, in the first grade the children are visibly divided into readers and "syllable-grid readers" (Kasanen, Räty, & Snellman, 2001).…”