Is secondary school teacher judgment accuracy related to the development of students' reading literacy?

Autor/inn/en	Karing, Constance; Pfost, Maximilian; Artelt, Cordula
Titel	Is secondary school teacher judgment accuracy related to the development of students' reading literacy?
Quelle	Aus: Pfost, Maximilian (Hrsg.); Artelt, Cordula (Hrsg.); Weinert, Sabine (Hrsg.): The development of reading literacy from early childhood to adolescence. Empirical findings from the Bamberg BiKS longitudinal studies. Bamberg: Univ. of Bamberg Press (2013) S. 279-309Verfügbarkeit
Reihe	Schriften der Fakultät Humanwissenschaften der Otto-Friedrich-Universität Bamberg. 14
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISSN	1866-8674
ISBN	3-86309-164-7; 978-3-86309-164-4
Schlagwörter	Empirische Untersuchung; Längsschnittuntersuchung; Urteil; Urteilsfähigkeit; Bewertung; Deutschland; Längsschnittuntersuchung; Lehrer; Schülerbeurteilung; Urteil; Leistungsmessung; Urteilsfähigkeit; Lesekompetenz; Schuljahr 05; Schuljahr 06; Sekundarbereich; Lehrer; Schülerbeurteilung; Schülerleistung; Lesefertigkeit; Lesekompetenz; Berufliche Kompetenz; Bewertung; Leistungsmessung; Deutschland
Abstract	The present work focuses on the relation between teacher judgment accuracy and the development of students' reading literacy and whether this relation is moderated by instructional variables. Longitudinal data were obtained from a sample of 502 students and their 40 German language teachers in the context of the BiKS-8-14 longitudinal study (measurement points: at the ends of Grade 5 and Grade 6). Teacher judgment accuracy was measured by the task-specific hit rate and the rank-order component. German language teachers showed a moderate hit rate (M = 0.66). For the rank-order component, the authors found a mean correlation of r = .19. Multilevel analyses revealed a significant positive relation between the taskspecific hit rate and the development of students' reading literacy. Furthermore, this significant relation was moderated by instructional variables such as teachers' use of structural cues and the degree to which lessons were individualized. A high task-specific hit rate in combination with a high degree of individualization of lessons was significantly associated with an increased development in students' reading literacy. However, a high task-specific hit rate in combination with a low frequency of structural cue use during lessons was also significantly related to an increase in the development of students' reading literacy. For the rank-order component, no significant positive relations or interactions were found in the domain of reading. Altogether, these findings support the assumption that teachers' diagnostic competence in combination with instructional variables is positively related to an increase in the development of students' reading literacy. The implications of these findings for research and practice are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/2