View in EDS PDF Full Text

A New Method for Studying the Halo Effect in Teachers' Judgement and Its Antecedents: Bringing Out The Role of Certainty

Saved in:
Bibliographic Details
Title: A New Method for Studying the Halo Effect in Teachers' Judgement and Its Antecedents: Bringing Out The Role of Certainty
Language: English
Authors: Sanrey, Camille (ORCID 0000-0003-3158-1306), Bressoux, Pascal, Lima, Laurent (ORCID 0000-0001-7940-2886), Pansu, Pascal (ORCID 0000-0002-8344-615X)
Source: British Journal of Educational Psychology. Jun 2021 91(2):658-675.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 18
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Evaluative Thinking, Teachers, Bias, Student Evaluation, Standardized Tests, Test Items, Academic Achievement, Students
DOI: 10.1111/bjep.12385
ISSN: 0007-0998
Abstract: Background: In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance. Aims: This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals. Sample(s): In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students. Method: To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response. Results and discussion: The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students' actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1294231
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEbqs0-7Gz3vpeG6HewEdz6AAAA4TCB3gYJKoZIhvcNAQcGoIHQMIHNAgEAMIHHBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDPixVdHVwbMOx6vPoAIBEICBmTZzeVPU9XZFZokWOgJiURt25f_VHFHJ8wUGfbJ4L7Vzing6bIKTYQNqZ2eHW-n_vcSiOm1EMGfD9sOG2HMG80ff_YslA1k42PRiUh2qqWAlt-XLolg0iGabRLP-X7fhGkGi1fjOwj2c3Zeo2p6kob02UU7XZoQkU849bnfC-HhXkX_C3o4V0vsLazYfY80vspYgGdRnvEFnpg==
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1294231
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A New Method for Studying the Halo Effect in Teachers' Judgement and Its Antecedents: Bringing Out The Role of Certainty
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sanrey%2C+Camille%22">Sanrey, Camille</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3158-1306">0000-0003-3158-1306</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bressoux%2C+Pascal%22">Bressoux, Pascal</searchLink><br /><searchLink fieldCode="AR" term="%22Lima%2C+Laurent%22">Lima, Laurent</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7940-2886">0000-0001-7940-2886</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pansu%2C+Pascal%22">Pansu, Pascal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8344-615X">0000-0002-8344-615X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. Jun 2021 91(2):658-675.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Evaluative+Thinking%22">Evaluative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjep.12385
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0007-0998
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance. Aims: This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals. Sample(s): In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students. Method: To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response. Results and discussion: The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students' actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1294231
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1294231
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/bjep.12385
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 658
    Subjects:
      – SubjectFull: Evaluative Thinking
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Bias
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Students
        Type: general
    Titles:
      – TitleFull: A New Method for Studying the Halo Effect in Teachers' Judgement and Its Antecedents: Bringing Out The Role of Certainty
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sanrey, Camille
      – PersonEntity:
          Name:
            NameFull: Bressoux, Pascal
      – PersonEntity:
          Name:
            NameFull: Lima, Laurent
      – PersonEntity:
          Name:
            NameFull: Pansu, Pascal
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0007-0998
          Numbering:
            – Type: volume
              Value: 91
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: British Journal of Educational Psychology
              Type: main
ResultId 1