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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: PDF
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
FullText Links:
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  Data: Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading with Differing Achievement Levels
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  Data: <searchLink fieldCode="AR" term="%22Feinberg%2C+Adam+B%2E%22">Feinberg, Adam B.</searchLink><br /><searchLink fieldCode="AR" term="%22Shapiro%2C+Edward+S%2E%22">Shapiro, Edward S.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Research%22"><i>Journal of Educational Research</i></searchLink>. Jul-Aug 2009 102(6):453-462.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink>
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  Data: 10.3200/JOER.102.6.453-462
– Name: ISSN
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  Data: 0022-0671
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.)
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    Subjects:
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Special Needs Students
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      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Teacher Expectations of Students
        Type: general
      – SubjectFull: Reading Achievement
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Reading Fluency
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      – SubjectFull: Rating Scales
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      – SubjectFull: Evaluative Thinking
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      – SubjectFull: Correlation
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      – TitleFull: Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading with Differing Achievement Levels
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