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退学一年的决定会对教育轨迹产生决定性的影响。当老师给学生评分并决定学生是否会升入下一年级时，老师不会仅仅根据成绩指标来做出判断。本项目旨在澄清教师在给学生评分时是否考虑学生的个性特征(大五)，以及在决定学生是否将毕业进入下一年级时。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人格特征的学生。这项研究将基于国家教育小组研究(NEPS)的数据。作为一项具有代表性的纵向研究，样本量非常大(N=16.425名九年级学生)，该问卷非常适合于本研究。在研究一中，我们将使用多水平回归分析来根据学生的人格特征来预测教师分配的成绩。在研究二中，我们将进行多水平Logistic回归，从学生的个性特征来预测年级保持。我们也会考虑学生在标准化测试中的成绩，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.