Content-specificity of teachers' judgment accuracy regarding students' academic achievement.

Autor/inn/en	Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Titel	Content-specificity of teachers' judgment accuracy regarding students' academic achievement.
Quelle	In: Teaching and teacher education, 100 (2021) Art. 103298, 13 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.25656/01:23893 10.1016/j.tate.2021.103298
URN	urn:nbn:de:0111-pedocs-238937
Schlagwörter	Bildungsinhalt; Empirische Untersuchung; Mehrebenenanalyse; Multivariate Analyse; Konsistenz (Psy); Test; Schuljahr 07; Sekundarstufe I; Lehrer; Schülerleistung; Unterrichtsfach; Deutsch; Mathematik; Bewertung; Genauigkeit; Modell; Kanton; Schweiz; Zürich
Abstract	Teachers' accuracy in judging students' achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian multivariate multilevel modelling approach. Results indicate that latent accuracy measures across content domains indeed are substantially correlated within both investigated subjects, but may still be considered to represent different dimensions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3