Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.

Autor/inn/en	Südkamp, Anna; Kaiser, Johanna; Möller, Jens
Titel	Accuracy of teachers' judgments of students' academic achievement: A meta-analysis.
Quelle	In: Journal of educational psychology, 104 (2012) 3, S. 743-762Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0027627
Schlagwörter	Einstellung (Psy); Standardisierter Test; Lehrer; Modell; Leistung; Merkmal; Lehrer; Leistung; Merkmal; Modell
Abstract	This metaanalysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. Furthermore theoretically and methodologically relevant moderators of the correlation between the 2 measures are investigated. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' academic achievement and students' performance on a standardized achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be.63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers' judgments and students' academic achievement. A comprehensive model of teacher-based judgments of students' academic achievement is presented and discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/2