Teacher Judgments Research Articles

Centre assessment grades in 2020: a natural experiment for investigating bias in teacher judgements

The COVID-19 pandemic meant that, in 2020, students in England were unable to sit their examinations and instead received predicted grades, or “centre assessment grades” (CAGs), from their teachers to allow them to progress. Using the Grading and Admissions Data for England (GRADE) dataset for students from 2018 to 2020, this study treats the use of CAGs as a natural experiment for causally understanding how teacher judgements of academic ability may be biased according to the demographic and socio-economic characteristics of their students. A variety of machine learning models were trained on the 2018–19 data and then used to generate predictions for what the 2020 students were likely to have received had their examinations taken place as usual. The differences between these predictions and the CAGs that students received were calculated and then averaged across students’ different characteristics, revealing what the treatment effects of the use of CAGs were likely to have been for different types of students. No evidence of absolute negative bias against students of any demographic or socio-economic characteristic was found, with all groups of students having received higher CAGs than the grades they were likely to have received had they sat their examinations. Some evidence for relative bias was found, with consistent, but insubstantial differences being observed in the treatment effects of certain groups. However, when higher-order interactions of student characteristics were considered, these differences became more substantial. Intersectional perspectives which emphasise interactions and sub-group differences should be used more widely within quantitative educational equalities research.

A novel MADM-based efficient methodology with 2-tuple linguistic neutrosophic numbers and applications to physical education teaching quality evaluation

With the successful promotion of the new round of basic education curriculum reform, China’s physical education (PE) teaching ideology and PE teaching mode have undergone profound changes, and these changes urgently require schools to establish a PE teaching quality (PETQ) evaluation system that is compatible with them, and urgently resolve the contradiction between theory and practice. The evaluation of teaching quality is not only a value judgment of teachers’ teaching ability and teaching effect, but also a value judgment of students’ learning ability and learning achievement changes. Therefore, it is an important issue of higher education research to construct a university PE teaching quality evaluation system and actively promote the healthy development of university PE teaching evaluation. The PETQ evaluation is viewed as the multi-attribute decision-making (MADM). In order to take the full use of power average (PA) operator and Heronian mean (HM) operator, in this article, we combine the generalized Heronian mean (GHM) operator and PA with 2-tuple linguistic neutrosophic numbers (2TLNNs) to propose the generalized 2-tuple linguistic neutrosophic power weighted HM (G2TLNPWHM) operator. The G2TLNPWHM could relieve the influence of the awkward data through power weights and it could also consider the relationships between the attributes, and it can give more accurate ranking order then the existing methods. The new MADM method is built on G2TLNPWHM operators. Finally, an example for PETQ evaluation in is used to show the proposed methods.

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

Teacher judgments predict developments in adolescents’ school performance, motivation, and life satisfaction.

The Accuracy of U.S. Middle School Teachers’ Judgment of Student Reading Abilities

Teacher judgments of students’ reading abilities in the elementary grades have been researched extensively, but less is known about how middle school teachers judge their students’ word reading, fluency, vocabulary, and comprehension skills. Such information could be useful when determining which students and reading components would be reasonable instructional priorities. Thus, the present study explored U.S. teachers’ accuracy at predicting the performance of students in Grades 6–8 on standardized measures of reading abilities. The multilevel analytic models accounted for the nesting of students (n = 97) within teacher raters (n = 12) at three middle schools in one school district. Results indicated that the teachers’ ratings of overall ability and their beliefs about the specific skills with which their students struggled were poor predictors of actual student performance. Although the small sample of teachers from one district in one country limits the generalizability of the results, the findings suggest that some middle school teachers’ judgments could misidentify students at potential risk for reading difficulties or misalign instruction with particular skill areas of need. The discussion addresses the importance of making efficient but accurate decisions about screening students for reading intervention and planning differentiated or targeted intervention.

Halo effects in grading: an experimental approach

Halo effects in teacher judgments, can occur when the assessment of one aspect of a person’s achievement is generalised to another aspect of achievement for that same person. We conducted an experimental study in which participants (N = 107) had to grade vignettes of the same student in two different subjects. The first vignette described either a weak, average, or strong performance, whereas the second vignette always described an average performance. Thereby, rich descriptions of achievement-relevant information were used, and the impact of influencing factors was reduced. The treatment condition emerged as a significant predictor of the grade given for the second vignette even after controlling for gender, status of the participants, and the gender of the student. The results suggest that participants’ ratings can be manipulated to show halo bias. The results support the view that teacher education should raise awareness of possible sources of the halo effect.

Retelling stories: The validity of an online oral narrative task

This study examined the validity of data collected from a novel online story retell task. The task was specifically designed for use by junior school teachers with the support of speech–language therapists or literacy specialists. The assessment task was developed to monitor children's oral language progress in their first year at school as part of the Better Start Literacy Approach for early literacy teaching. Teachers administered the task to 303 5-year-olds in New Zealand at school entry and after 20 weeks and 12 months of schooling. The children listened to a story with pictures via iPad presentation and were then prompted to retell the story. The children's spontaneous language used in their story retell was captured and uploaded digitally via iPad audio recording and analyzed using semi-automated speech recognition and computer software. Their responses to factual and inferential story comprehension questions were also analyzed. The data suggested that the task has good criterion validity. Significant correlations between story retell measures and a standardized measure of children's oral language were found. The Better Start Literacy Approach story retell task, which took approximately 6 min for teachers to administer, accurately identified children with low oral language ability 81% of the time. Growth curve analysis revealed that the task was useful for monitoring oral language development, including for English as second language learners. Boys showed a slower story comprehension growth trajectory than girls. The Better Start Literacy Approach story retell task shows promise in providing valid data to support teacher judgement of children's oral language development.

Pengembangan Multimedia Pembelajaran Interaktif Berbasis Etnomatika pada Materi Bangun Datar untuk Siswa Kelas II SD

This research is included in development research or R&D using the ADDIE development model. The results of the study as a whole were based on the feasibility test from the validation of experts who obtained a feasibility classification of 75.6% with a total score of 182 and an average rating of 3.78 which was classified as Eligible. Furthermore, based on the practicality test of the teacher's judgment and student responses, a presentation feasibility of 92.4% with a total score of 2928 and an average rating of 4.62 is categorized as Very Good. In addition, based on the effectiveness test of the results of the pretest and posttest of students' understanding, there was an increase in the average score of 14.97 and based on the Paired Samples T-Test, the Sig. (2-tailed) of 0.000, which means that the significance value is less than 0.05 or it can be stated that there is a significant result. So it can be concluded that the ethnomathematics-based interactive learning media developed is feasible, practical and effective, for use in learning.

Primary Science Teachers’ Self-Efficacy Beliefs about Teaching in Malaysia

This research aimed to measure the primary science teachers' self-efficacy beliefs about teaching in Malaysia. A descriptive research design was used for this study. The sample consisted of 144 primary science teachers in Batang Padang, Perak. The instrument’s items were adapted from three different instruments and modified for this study; the components of the subscales are "Pedagogical Knowledge," "Content Knowledge," "Teachers' Effort," and "Student Engagement." The study investigated the differences in teachers' self-efficacy according to gender, and education qualifications. A T-test was used to compare the mean differences between different groups. There was a statistically significant difference between male teachers (M = 4.08, SD = 0.42) and female teachers (M = 3.93, SD = 0.39). In contrast, t-test results showed no statistically significant difference between primary science teachers who possessed different education qualifications regarding their self-efficacy. This study redounded to science education by looking at the self-efficacy judgment of science teachers and providing information about the strengths and weaknesses of teachers' self-efficacy in Batang Padang, Perak. From this study, it emerged that female teachers have a lower level of self-efficacy. Therefore, because most of the teachers are female, it is crucial to determine why female teachers have lower efficacy and their difficulties. Research should further investigate and comprehend the differences in self-efficacy beliefs based on other demographic variables. Research should further investigate and comprehend the differences in self-efficacy beliefs based on other demographic variables. Keywords: science teacher, self-efficacy beliefs, science education. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.19

Gender Differences in Teacher Judgement of Comparative Advantage

Gender Differences in Teacher Judgement of Comparative Advantage

Supplemental Material for Teacher Judgments Predict Developments in Adolescents’ School Performance, Motivation, and Life Satisfaction

Supplemental Material for Teacher Judgments Predict Developments in Adolescents’ School Performance, Motivation, and Life Satisfaction

The Domain-Specificity of Elementary School Teachers’ Judgment Accuracy

Teachers’ diagnostic competence for accurately judging students’ achievement is essential for instructional practice and professional decisions. To promote their judgment accuracy, it is important to know if this is a general or domain-specific skill. We investigated teachers’ judgment accuracy in German language (one subdomain: reading) and mathematics (two subdomains: geometry; stochastics) and examined differences across domains (i.e., German and mathematics) and across subdomains (reading; geometry; stochastics). We examined the judgment accuracy of 59 German elementary school teachers who teach both German and mathematics, judging the achievement of 1227 students in the three subdomains. We conducted multilevel analyses with a subsample of 39 teachers and 787 students and calculated different accuracy components (i.e., rank, level, and differentiation) to examine the comparability of our results. In line with prior research, findings revealed that teachers’ judgments were fairly accurate. However, there were significant differences between teachers’ average judgment accuracy in different subdomains (between-person comparisons) and no or only a weak relation between individual teachers’ judgment accuracy in different subdomains (within-person comparisons). Findings support the notion that teachers’ judgment accuracy of student achievement is domain-specific with respect to the investigated subdomains. Practical implications for the promotion of teacher judgment accuracy are discussed.

Om eksemplaritet og lærer(ud)dannelse. Fra mimesis til autonomi

In this paper, we present exemplarity as an alternative to the dominant evidence framework, and as the proper foundation for pedagogical reflection and action. This paper focuses attention on how exemplarity can serve to elicit and develop educational judgement. In other words, rather than evidence, teachers need good and bad examples of ways of acting and being to shape and sharpen their educational judgement. By turning to the exemplary approach, the space of reflection is widened, and educational judgement is challenged and provoked. The paper highlights how teacher judgement is formed through the challenge of examples.

Effective Classroom Management to Support Elementary Students: Promoting Student Success through Reducing Off-Task Problem Behaviors

Identifying effective classroom management strategies is important to support teachers in promoting environments conducive to learning. Effective classroom management has been demonstrated to be associated with student achievement, motivation, and fewer challenging behaviors. Given the benefits of effective classroom management strategies and providing students with self-regulation skills, the present study examined the effectiveness of a contemporary classroom behavioral management strategy in reducing off-task problem behaviors. The Raising Lions method of behavior management emphasizes: i. Immediate action responses from teachers, ii. Encourages a positive or neutral tone of voice, and iii. Allocates brief prompts for students that allow them the opportunity to exercise self-control and re-engage in classroom instruction without teacher judgment. Employing a pre-post-follow-up design, the present study examined implementation fidelity and the effectiveness of this classroom management strategy in reducing the number of off-task problem behaviors in elementary school classrooms. Classroom observations were conducted in all 18 classrooms (school-wide, including transition kindergarten through Grade 6 classrooms), with a population of primarily Latino students. One-way ANOVAs compared off-task behaviors across pre and post-intervention stages. Overall, results revealed statistically significant decreases in the number of off-task problem behaviors in 16 of the 18 classrooms. The largest impact was related to teachers not naming the behavior and instead giving a brief action prompt to trigger self-reflection and self-correction. Implications for practice and research are discussed.

Teacher judgements, student social background, and student progress in primary school: a cross-country perspective

This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three large-scale surveys, the Millennium Cohort Study for England, the National Educational Panel Study for Germany, and the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 for the US. At the beginning of primary education, teacher judgements were not entirely consistent with student scores in standardised tests. In England and Germany, teachers underrated students with low-educated parents and overrated those with high-educated parents. In the US, no such differences were found. In all three countries, overrated (or underrated) students performed better (worse) later on. In England and, to a lesser extent, in Germany, we found evidence that biased teacher judgements contribute—over the course of primary school—to widening inequalities in value-added achievement by parental education. Such effects were negligible in the US. Our findings suggest that a cross-country perspective is essential to better understand contextual factors’ role in systematic bias in teacher judgements and its relevance for educational achievement. This study can be seen as a starting point for future research to investigate the mechanisms of such contextual effects more thoroughly.

Analytical Study of the Educational Thought of Imam Al-Qabesi in his Thesis Called (The Detailed Message on the Conditions of Learners and the Judgments of Teachers and Learners)

DOI: 10.7176/RHSS/12-12-0 6 Publication date:June 30th 2022 Introduction Psychology - in this sense - was not known before the twentieth century, but this does not mean that it was absent from human thought like many of the sciences that were independent and took their names in successive periods of ages. The issue of human behavior has occupied human nature with philosophers, thinkers and theorists since ancient times. When Islam came, you find that many Quranic verses and honorable prophetic hadiths deal with this issue clearly and realistically. The jinn and men were only created to be worshipped [1] Muslim scholars have discussed human nature since the early Islamic times. They have created for us an enormous wealth of intellectual heritage that can dispense with relying on the global theories that discussed this subject. He was one of the most famous scholars who had a great contribution to this Al-Majal Al-Imam Al-Qabisi, one of the scholars of the Islamic Maghreb in the third century AH, through his jurisprudential views related to the education and upbringing of boys, based on an authentic Islamic creedal framework, negating away from impurities, opinions and extraneous ideas, relying on the text of the Holy Companions and the Prophet’s sayings. This research represents an attempt to reveal whether this venerable scientist was He tackled the issue of "human development" and its related material and educational applications, based on his famous message that was included in the opinions and encyclopedia with the "Detailed Message on the Conditions of Learners and the Rulings of Teachers and Learners" and may God grant success in what I sought. [1] Surat Al-Dhariyat verse 56.

The effect of early enrollment in dual-language immersion programs on children’s English reading development: findings from a 5-year longitudinal study

ABSTRACT The present study examined the effect of children’s enrollment in U.S. dual-language immersion (DLI) programs in first grade on English development across five years, using the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K:2011) database. Propensity score matching was used to create comparable groups of DLI and non-DLI students based on students’ kindergarten reading performance and a series of student-, family-, and school-level characteristics. Growth curve models demonstrate that first-grade DLI enrollment had a positive effect on children’s English reading growth from Grade 1 to 5. Children who enrolled in DLI experienced greater improvements by Grade 5. We also found that first-grade teacher judgment was related to children’s initial reading performance but not their reading growth. Implications related to DLI programs, teacher practices, and bilingual educational policies are discussed.

Teacher judgment (in)accuracy: Differential relations with student progress in writing

Previous research demonstrates that teacher judgments tend to be systematically lower for ethnic minority students, even after controlling for standardized achievement results. However, the extent to which such discrepancies differentially relate to students’ learning and achievement is less explored. The current study analyzed data from 46 schools, 198 classrooms, and 2935 students in New Zealand to examine the association between teacher judgment inaccuracies and students’ subsequent progress in writing, in a context where teacher judgments were used as students’ final summative grade in school reports to parents and students. Results from hierarchical linear modelling showed that, overall, students who received teacher judgments that were higher than expected given their standardized achievement results, progressed faster the following year. The extent to which rate of progress was associated with discrepant teacher judgments was more pronounced for European students, than among students who were Indigenous Māori, Pacific, or of other ethnicities. These findings suggest that Indigenous and ethnic minority students may be more likely to form external (rather than internal) attributions in response to received teacher judgments that seem to be influenced by negative bias, potentially serving as a self-protective mechanism. Further, the resultant “boost” for European students may in fact contribute to the persistence of achievement inequities between different ethnic groups, particularly because positively biased teacher judgments are significantly more likely to occur for ethnic majority students.

When classmates influence teacher judgment accuracy of students’ cognitive ability: Studying frame-of-reference effects in primary school

Cognitive ability is one major component of students’ academic potential. On average, teachers are quite accurate in judging their students’ cognitive ability, but there is considerable variance between teachers. To explain this, the relevant literature discusses several influencing factors on teacher judgment accuracy. One of those factors concerns the composition of a school class (frame-of-reference effect). We investigated the effects of class-average cognitive ability on teacher judgment accuracy of their students’ cognitive ability. We carried out multilevel analyses with a sample of N = 1576 German primary school students in N = 106 classrooms (grades one to four), and a subsample of n = 1043 students in n = 70 classrooms (grades three and four). Our results revealed a medium negative effect (B = -0.15 to -0.16) of class-average cognitive ability on teacher judgments. Moreover, the class-average cognitive ability moderated the accuracy of teachers’ judgments (B = -0.05; only in the entire sample): teachers judged most accurately in classrooms with an average cognitive ability level, whereas they tended to underestimate students in classrooms with an above-average cognitive ability level, and to overestimate students in classrooms with a below-average cognitive ability level.

The “big fish” from the teacher’s perspective: A closer look at reference group effects on teacher judgments.

The “big fish” from the teacher’s perspective: A closer look at reference group effects on teacher judgments.

What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?

The aim of the study was to determine the factors affecting teacher’s judgment accuracy while estimating performance in tests of cognitive abilities and academic achievement of students, and on which student abilities the evaluation was based on. The study included 223 students (38% females) of the fourth grade who were administered the test of cognitive abilities CFT 20-R and the test of academic (mathematical) achievement TIM3–5. Their performance was estimated by 10 teachers (8 females) using a 9-point scale and percentile. Furthermore, for a part of the children (n = 130), 6 of these teachers determined the probability with which the child would correctly solve two particular items of test TIM3–5. The most accurate method of estimation is the percentile rating, both for the cognitive abilities (r = 0.56) and the academic achievement (r = 0.63). The length of teacher experience and the level of evaluated student ability has no effect on the accuracy of judgment. The student’s gender has no effect on the accuracy of estimation or the level of ascribed ability. Teachers tended to underestimate students in a moderately difficult item of test TIM3–5, and overestimate in case of a difficult item. The study further presents a theoretical model in which the teacher’s impression of the student is based on the student’s cognitive abilities and academic achievement. Empirical verification of this model has shown that the basis for teacher’s judgment is primarily the student’s intelligence, which is manifested indirectly in the student’s academic achievement.