The Accuracy of Teacher’s Predictions on Children’s Learning Performance

Abstract

The present study is designed to investigate the possibility that teachers could accurately evaluate students’ learning progress without following formal testing procedures. During the experimental period, a battery of criterion-referenced tests developed for an individualized early learning curriculum was administered to each child on a biweekly schedule by research assistants. Teachers were asked to predict in advance each child’s performance on these tests. The results clearly indicate the variability in the accuracy of teacher’s informal observations for evaluating and diagnosing student learning needs. The accuracy of teacher’s predictions and implications for formulating the teacher’s role in evaluating student’s learning progress under an individualized early learning program are discussed.