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Who gets good grades, who is fairly judged and who repeats a grade? Links between teacher decisions and students' personalities

谁取得了好成绩，谁受到了公正的评价，谁留级了？

基本信息

批准号：
336145709
负责人：
Professorin Dr. Andrea Westphal
金额：
--
依托单位：
Lehrstuhl für Interdisziplinäre Lehr-Lernforschung und Schulentwicklung
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2017
资助国家：
德国
起止时间：
2016-12-31 至 2018-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/336145709?language=en
关键词：
Who gets good grades who

项目摘要

Teacher-assigned grades and teachers' decisions to keep students back a year can decisively influence educational trajectories. When teachers assign grades and decide whether a student will advance into the next form, teachers don't base their judgments solely on indicators of achievement. The present project aims to clarify whether teachers take students' personality characteristics (Big Five) into account when assigning grades and when deciding on whether students will graduate into the next form. We will also consider differential effects of students' personalities for male and female students. In addition, we will analyze whether teachers are able to more accurately judge students with certain personality characteristics. The study will be based on data from the National Educational Panel Study (NEPS). As a representative longitudinal study with a very large sample (N = 16.425 ninth grade students), the NEPS is well suited to the present investigation. In Study 1, we will use multilevel regression analyses to predict teacher-assigned grades from students' personality characteristics. In Study 2, we will conduct multilevel logistic regression to predict grade retention from students' personality characteristics. We will also take students' achievements in standardized tests into consideration, as well as their self-concepts, family backgrounds, and the classroom's average achievement.

教师分配的分数和教师让学生留级一年的决定可以决定性地影响教育轨迹。当老师们给学生打分并决定他们是否能升入下一个年级时，老师们的判断不仅仅是基于成绩指标。本项目旨在澄清教师在分配成绩和决定学生是否进入下一年级时是否考虑学生的个性特征（大五）。我们还将考虑学生个性对男女学生的不同影响。此外，我们还将分析教师是否能够更准确地判断具有某些性格特征的学生。该研究将基于国家教育小组研究（NEPS）的数据。作为一个具有代表性的纵向研究与一个非常大的样本（N = 16.425九年级学生），NEPS是非常适合本调查。在研究一中，我们将使用多水平回归分析来预测教师从学生的人格特征的成绩。在研究二中，我们将进行多水平逻辑回归，从学生的人格特征预测年级保持。我们还将考虑学生在标准化考试中的成绩，以及他们的自我概念，家庭背景和课堂平均成绩。