Teachers' Judgments of Students' Academic Functioning: A Comparison of Actual and Predicted Performances
Teachers' Judgments of Students' Academic Functioning: A Comparison of Actual and Predicted Performances
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教师对学生学业功能的判断：实际表现与预测表现的比较
DOI：
10.1037/h0088969
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发表时间：
1998
影响因子：
--
通讯作者：
S. Elliott
中科院分区：
文献类型：
--
作者：
M. Demaray;S. Elliott
本研究旨在探讨教师对学生学业成就的判断与学生学业成就测验成绩之间的关系。研究的主要问题是：（a）教师对学生学业成绩的评分有多准确？(b)教师的判断，如标准化成绩测试中的项目预测，与学生在成绩测试中的实际表现之间的关系是什么？(c)学生的教育状况，高成就与低成就，会影响教师判断的准确性吗？这项研究包括12名自愿参加的教师和47名从威斯康星州公立学校随机挑选的学生。这些学生包括30名女生和17名男生，从一年级到四年级不等。教师填写社会技能评定系统教师版（格雷欣和埃利奥特，1990年）的学术能力量表和一份问卷调查，为每个学生。由本研究的作者开发的调查问卷要求教师预测学生在考夫曼教育成就测试的每个项目上的表现，简明形式（K-TEA;考夫曼和考夫曼，1985）。然后由合格的考官对学生进行K-TEA。教师对学生学业成绩的判断与学生的实际K-TEA分数呈中等偏高（r = 0.70）。此外，教师的项目预测和学生的K-TEA的实际表现之间的平均百分比协议是中等偏高（79%）（卡帕系数为67%）。最后，有部分支持的预测，教师是更好的预测高成就比低成就的学生。分析表明，教师和学生之间的百分比协议高于平均K-TEA分数（81%）比教师和学生之间的K-TEA分数低于平均水平（77%）。本文最后讨论了这些研究结果对心理学家进行学术评估的实际影响。
The relationship between teachers' judgments of students' academic achievement and students' performances on an achievement test was investigated. The major questions examined were: (a) How accurate are teachers' ratings of students' academic achievement? (b) What is the relationship between teachers' judgments, as operationalized by item predictions on a standardized achievement test, and students' actual performances on an achievement test? (c) Does a student's educational status, high-achieving versus low-achieving, affect the accuracy of teachers' judgments? The study included 12 teachers who volunteered to participate, and 47 students randomly selected from Wisconsin public schools. The students consisted of 30 females and 17 males, ranging from first- to fourthgrade levels. Teachers filled out the Academic Competence Scale from the Social Skills Rating System-Teacher version (Gresham & Elliott, 1990) and one questionnaire for each student. The questionnaire, developed by the authors of the current study, required teachers to predict how students would do on each item of the Kaufman Test of Educational Achievement, Brief form (K-TEA; Kaufman & Kaufman, 1985). Students were then administered the K-TEA by a qualified examiner. Teachers' judgments of students' academic achievement on the Academic Competence Scale were correlated moderately high (r = .70) with students' actual K-TEA scores. Furthermore, mean percent agreement between teachers' item predictions and students' actual performances on the K-TEA was moderately high (79%) (Kappa-coefficient of 67%). Lastly, there was partial support for the prediction that teachers were better predictors of higher-achieving than lower-achieving students. Analyses demonstrated a slightly higher percent agreement between teachers and students with above-average K-TEA scores (81 %) than between teachers and students with below-average K-TEA scores (77%). This article concludes with a discussion of the practical implications of these findings for psychologists conducting academic assessments.