Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading with Differing Achievement Levels
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| Title: | Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading with Differing Achievement Levels |
|---|---|
| Language: | English |
| Authors: | Feinberg, Adam B., Shapiro, Edward S. |
| Source: | Journal of Educational Research. Jul-Aug 2009 102(6):453-462. |
| Availability: | Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 10 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 2 Grade 3 Grade 4 Grade 5 |
| Descriptors: | Reading Difficulties, Special Needs Students, Prediction, Teacher Expectations of Students, Reading Achievement, Comparative Analysis, Reading Fluency, Rating Scales, Evaluative Thinking, Correlation |
| DOI: | 10.3200/JOER.102.6.453-462 |
| ISSN: | 0022-0671 |
| Abstract: | The authors asked 74 teachers to predict average- and low-performing students' reading performance using a rating scale and actual curriculum-based measures of oral reading fluency. The authors compared teachers' judgments with students' performance on curriculum-based measures and a standardized achievement measure of reading. Comparisons between the accuracy of teacher judgment, as reflected in correlational relations among measures, and a how-close analysis showed that although correlations between predicted teacher scores and actual student performance ranged from moderate to strong, teachers did poorly in a how-close analysis comparing actual with predicted student scores. Teachers had lower levels of accuracy for lower achieving students. The authors discuss practical implications relative to teacher judgments of student performance. (Contains 4 tables.) |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2009 |
| Accession Number: | EJ842050 |
| Database: | ERIC |
| Abstract: | The authors asked 74 teachers to predict average- and low-performing students' reading performance using a rating scale and actual curriculum-based measures of oral reading fluency. The authors compared teachers' judgments with students' performance on curriculum-based measures and a standardized achievement measure of reading. Comparisons between the accuracy of teacher judgment, as reflected in correlational relations among measures, and a how-close analysis showed that although correlations between predicted teacher scores and actual student performance ranged from moderate to strong, teachers did poorly in a how-close analysis comparing actual with predicted student scores. Teachers had lower levels of accuracy for lower achieving students. The authors discuss practical implications relative to teacher judgments of student performance. (Contains 4 tables.) |
|---|---|
| ISSN: | 0022-0671 |
| DOI: | 10.3200/JOER.102.6.453-462 |
