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

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。当老师分配分数并决定一个学生是否可以进入下一个年级时，老师们不会仅仅根据成绩指标来判断。目前的项目旨在澄清教师在分配分数和决定学生是否毕业进入下一年级时是否考虑到学生的人格特征（大五人格）。我们还将考虑学生性格对男女学生的不同影响。此外，我们将分析教师是否能够更准确地判断具有某些人格特征的学生。这项研究将以国家教育小组研究（NEPS）的数据为基础。NEPS作为一项代表性的纵向研究，样本非常大（N = 16.425名九年级学生），非常适合本研究。在研究1中，我们将使用多水平回归分析从学生的个性特征来预测教师分配的成绩。在研究2中，我们将采用多水平逻辑回归从学生的人格特征来预测成绩保留。我们还会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。

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.