Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students' Mathematics Skills
Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students' Mathematics Skills
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DOI：
10.1177/0734282916639195
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发表时间：
2017-07-01
影响因子：
1.7
通讯作者：
DeCoster, Jamie
中科院分区：
文献类型：
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作者：
Furnari, Emily C.;Whittaker, Jessica;DeCoster, Jamie
《不让一个孩子掉队法》要求所有公立小学和中学95%的学生接受数学评估。不幸的是，对年轻学生的直接评估可能是及时的，昂贵的，具有挑战性的管理。因此，政策制定者们开始寻求间接的评估形式，如教师对学生技能的评分，作为替代。然而，学前教师对学生数学知识和技能的评价仅与.50水平的直接评估相关。关于影响教师评价准确性的因素知之甚少。在这项研究中，我们研究的影响，学生和教师的特点学前教师的评级学生的数学技能，控制这些技能的直接评估。结果表明，学生的种族/民族和社会能力，以及教师的自我效能感，显着相关幼儿园教师的学生的数学技能的评级。
The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers' ratings of student skills, as a substitute. However, prekindergarten teachers' ratings of students' mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers' ratings of students' mathematical skills, controlling for direct assessment of these skills. Results indicate that students' race/ethnicity and social competency, as well as teachers' self-efficacy, are significantly related to prekindergarten teachers' ratings of students' mathematical skills.