Can teachers' global ratings identify children with academic problems?
Can teachers' global ratings identify children with academic problems?
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DOI：
10.1097/00004703-200106000-00002
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发表时间：
2001-06-01
影响因子：
2.4
通讯作者：
Glascoe, FP
中科院分区：
文献类型：
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作者：
Glascoe, FP
医生在做出诊断、治疗或转诊决定时，经常会从老师那里得到评分。本研究的目的是查看教师的评级和儿童的学术技能之间的关系，评估教师评级在检测学术问题的效用，从而确定医生是否可以依赖于教师评级时，对患者的需求作出决定。受试者是80名教师和934名6至13岁的儿童参加测试标准化研究的全国样本。家庭代表美国的人口统计学在父母的教育水平，收入和种族，和地点是地理上不同的小学。孩子们被管理的基本技能综合量表修订版（CIBS-R），诊断学术成就测试。教师们对孩子们的学习成绩进行了五点评分，从远远高于平均水平到远远低于平均水平，并且对CIBS-R的结果一无所知。教师评分随儿童在所有学术领域的表现而变化显著，Logistic回归显示，教师评分最好由儿童的基本阅读技能的表现预测，其次是数学技能，并且不受种族，父母的教育水平，保留历史或性别的影响。参加第一条服务，在冬季或春季测试，和父母谁说英语以外的语言产生显着较低的评级。尽管如此，老师们还是把许多学生评为中等水平，有轻度到中度的学习困难。学校系统工作人员和卫生保健提供者在决定哪些学生需要特殊教育转诊或其他服务时，应避免完全依赖全球教师评级。需要用标准化的筛选测试结果补充教师评级，以确保准确的决策。
Physicians often elicit ratings from teachers when making diagnostic, treatment, or referral decisions. The purpose of this study was to view the relationship between teachers' ratings and children's academic skills, assess the utility of teacher ratings in detecting academic problems, and thus determine whether physicians can depend on teacher ratings when making decisions about patients' needs. Subjects were a national sample of 80 teachers and 934 children between 6 and 13 years of age participating in a test standardization study. Families were representative of United States demographics in terms of parental level of education, income, and ethnicity, and sites were geographically diverse elementary schools. Children were administered the Comprehensive Inventory of Basic Skills-Revised (CIBS-R), a diagnostic academic achievement test. Teachers rated children's academic performance on a five-point scale ranging from far above average to far below average and were blinded to the results of the CIBS-R. Teacher ratings varied significantly with children's performance for all academic domains, Logistic regression revealed that teacher ratings were best predicted by children's performance in basic reading skills, followed by math skills, and were not influenced by race, parents' level of education, history of retention, or gender. Participation in Title I services, testing in winter or spring, and parents who spoke a language other than English produced significantly lower ratings. Nevertheless, teachers rated as average many students with mild to moderate academic difficulties. School system personnel and health care providers should avoid sole dependence on global teacher ratings when deciding which students need special education referrals or other services. Supplementing teacher ratings with standardized screening test results is needed to ensure accurate decision-making.