Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related

Abstract

Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied multilevel mediation models and small sample methods to data from 35 language teachers and 646 students from 42 classes. While no mediating effects were found, the student-level indicator positively predicted achievement, suggesting that student-level accuracy measures should receive more attention.