Teachers’ Judgements of their Pupils: broad categories and multiple criteria
Teachers’ Judgements of their Pupils: broad categories and multiple criteria
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教师对学生的判断：广泛的类别和多重标准
DOI：
10.1080/0305569950210205
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发表时间：
1995
影响因子：
1.7
通讯作者：
D. Blease
中科院分区：
文献类型：
--
作者：
D. Blease
12名中学教师接受了采访，使用三元启发技术，以确定最常见的标准，他们作出日常的判断，对一个班的24年8名学生由他们教。从教师的个人双极结构中确定了十个共同要素，以形成一套共同的或平均的评级标准。老师们根据每个共同标准的积极一极对每个孩子进行单独排名。聚类分析的教师的排名揭示了这些结构，每个教师认为是最相似的。对最常见的结构配对的检查表明，在日常的基础上，教师根据三组标准进行判断：成熟度和对学校工作的态度，个性因素和学术能力。这一点在答辩人确认过程中得到了证实。
Summary Twelve secondary school teachers were interviewed using a triadic elicitation technique to identify the most common criteria by which they made day‐to‐day judgements about a single class of 24 year 8 pupils taught by them. Ten common elements were identified from the teachers’ individual bi‐polar constructs to form a common, or average, set of rating criteria. The teachers individually ranked each child against the positive pole of each of the common criteria. Cluster analysis of the teachers’ rankings revealed those constructs which each teacher perceived as being most alike. Examination of the most commonly occurring construct pairings indicated that, on a day‐to‐day basis, the teachers made judgements according to three general groups of criteria: maturity and attitude to school work, personality factors, and academic ability. This was confirmed in the course of respondent validation.