Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS

Autor/inn/en	Martinez, Jose Felipe; Stecher, Brian; Borko, Hilda
Titel	Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS
Quelle	In: Educational Assessment, 14 (2009) 2, S.78-102 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
Schlagwörter	Mathematics Achievement; Standardized Tests; Grade 5; Student Evaluation; Educational Practices; Classroom Techniques; Longitudinal Studies; Correlation; Achievement Rating; Teacher Characteristics; Grade 3; Interrater Reliability; Teacher Attitudes; Test Interpretation; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; School year 05; 5. Schuljahr; Schuljahr 05; Schulnote; Studentische Bewertung; Bildungspraxis; Klassenführung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; School year 03; 3. Schuljahr; Schuljahr 03; Interrater-Reliabilität; Lehrerverhalten; Test analysis; Testauswertung
Abstract	In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship between the two measures. Results indicate that teacher ratings correlate strongly with standardized test scores; however, this relationship varies considerably across teachers, and this variation is associated with certain classroom assessment practices. Furthermore, the evidence suggests that teachers evaluate student performance not in absolute terms but relative to other students in the school and that they may adjust their grading for some students, perhaps with basis on perceived differences in need and/or ability. (Contains 9 tables, 2 figures and 5 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10