Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading With Differing Achievement Levels
Teacher Accuracy: An Examination of Teacher-Based Judgments of Students' Reading With Differing Achievement Levels
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DOI：
10.3200/joer.102.6.453-462
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发表时间：
2009-07-01
影响因子：
2.1
通讯作者：
Shapiro, Edward S.
中科院分区：
文献类型：
--
作者：
Feinberg, Adam B.;Shapiro, Edward S.
作者要求 74 名教师使用评分量表和基于课程的实际口语阅读流畅性衡量标准来预测表现一般和较差的学生的阅读表现。作者将教师的判断与学生在课程、基础测量和标准化阅读成绩测量方面的表现进行了比较。教师判断的准确性（反映在测量之间的相关关系中）与紧密度分析之间的比较表明，尽管预测的教师分数与实际学生表现之间的相关性范围从中等到强，但教师在“如何”方面表现不佳。将实际学生成绩与预测学生成绩进行仔细分析。教师对成绩较差的学生的准确性较低。作者讨论了与教师对学生表现判断相关的实际影响。
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.