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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.
Authors: Feinberg, Adam B., Shapiro, Edward S.
Source: Journal of Educational Research. Jul/Aug2009, Vol. 102 Issue 6, p453-462. 10p. 4 Charts.
Subjects: Academic achievement evaluation, Educational attainment, Reading ability testing, Ability testing, Educational tests & measurements, Rating of students
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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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="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. Jul/Aug2009, Vol. 102 Issue 6, p453-462. 10p. 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Academic+achievement+evaluation%22">Academic achievement evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+testing%22">Ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+of+students%22">Rating of students</searchLink>
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  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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3200/JOER.102.6.453-462
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        Text: English
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      – SubjectFull: Academic achievement evaluation
        Type: general
      – SubjectFull: Educational attainment
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      – SubjectFull: Reading ability testing
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      – SubjectFull: Ability testing
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      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Rating of students
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      – TitleFull: Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading With Differing Achievement Levels.
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              Text: Jul/Aug2009
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