The influence of test familiarity and student disability status upon teachers' judgments of students' test performance
The influence of test familiarity and student disability status upon teachers' judgments of students' test performance
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DOI：
10.1037/1045-3830.22.2.115
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发表时间：
2007-06-01
影响因子：
--
通讯作者：
Braden, Jeffery P.
中科院分区：
文献类型：
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作者：
Hurwitz, Jason T.;Elliott, Stephen N.;Braden, Jeffery P.
本研究的动机有两个问题：（1）考试熟悉度是否影响教师对学生考试成绩的判断？（B）学生的残疾状况是否会影响教师的判断？教师（n = 19）判断项目表现为一名残疾学生和一名无残疾的学生（n对= 19）从他们的四年级教室。教师使用（a）TerraNova CTBS多重评估版研究版的数学测试（类似于许多州管理的大规模成就测试）和（B）基于课堂的数学测试来做出判断。判断准确性较高（a）在课堂测试和（B）的学生没有残疾。在不太准确的判断中，教师一直低估了残疾学生的表现。残疾学生在这两种测试中的表现都较低。学生的测试成绩占教师判断准确性的方差的显着比例。这些研究结果对未来的研究和实践的影响进行了讨论。
Two questions motivated this study: (a) Does test familiarity influence teachers' judgments of their students' test performance? and (b) Does the disability status of students influence their teachers' judgments? Teachers (n = 19) judged item performances for one student with disabilities and one student without disabilities (n pairs = 19) from their fourth-grade classrooms. Teachers made judgments using (a) a mathematics test from the research version of the TerraNova CTBS Multiple Assessments edition, which is similar to the large-scale achievement test administered in numerous states, and (b) classroom-based math tests. Judgment accuracy was higher (a) on classroom tests and (b) for students without disabilities. Among less accurate judgments, teachers consistently underestimated the performances of students with disabilities. Students with disabilities performed lower on both types of tests. Student test performance accounted for a significant proportion of the variance in teacher judgment accuracy. Implications of these findings for future research and practice are discussed.