Abstract
Based on two different types of researches, this article explores how teachers’ judgements for the school performance of pupils in the last three grades of the elementary school, relate to their performance in written assessment tests. The aim was to examine the teachers’ judgement accuracy and reliability, and investigate the individual factors that influence them. A series of tests was assigned to the pupils and a variety of writing and word processing skills was measured. The classroom teachers assessed the pupils based on their responses to the objectives of the curriculum in all subjects. They put a numerical score from 5 to 10. Also, the teachers assessed the pupils with Learning Disabilities in the language skills, as well as for the occurrence or not of specific behavioral problems, by completing a Likert 5-point questionnaire. In the first study, the results showed significant correlations, for more tests, at a high level. In the second study, they were low and medium. It seems that teachers evaluate the school performance of their pupils significantly based on their performance in writing tests. However, their judgments about school performance are broader and assess pupils’ overall ability in a variety of subjects. The correlations between the two measurements appear to be influenced by several factors related to the class level or school, the pupils' abilities, the type of test, and the way of assessment.
Highlights
The teachers’ ability to measure pupils’ performance accurately is considered an important aspect of their professional competence, as they are often the source of information about pupils’ school performance
The teachers assessed the pupils with Learning Disabilities in the language skills, as well as for the occurrence or not of specific behavioral problems, by completing a Likert 5-point questionnaire
Based on the review of previous studies, the current study explored how teachers’ judgements for the school performance of pupils in the last three grades of the elementary school, relate to their performance in written assessment tests with two types of research
Summary
The teachers’ ability to measure pupils’ performance accurately is considered an important aspect of their professional competence, as they are often the source of information about pupils’ school performance. The research has focused on the reliability and accuracy of teachers’ judgements, mainly by examining the relationships between teachers’ judgements and pupils’ performance in a range of subjects. The research findings vary, others arguing that the teachers are good judges of their pupils’ academic performance relatively, while others considered them inaccurate judges of pupils’ abilities (Hoge & Coladarci, 1989; Ready & Wright, 2011; Südkamp et al, 2012, 2014). Through continuous monitoring of their pupils and daily interaction with them, teachers are aware of the performance and skills of each pupil, as well as his behavior compared to his classmates, bearing in mind a wide range of different pupils’ behaviors and cases. Teachers’ judgements include the element of subjectivity, as they are often influenced by the expectations they form for each pupil’s progress (Katsillis, 2005)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
