ERIC Number: ED418154
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
How Accurate Are Teacher Judgments of Students' Academic Performance? Working Paper Series.
Perry, Nancy E.; Meisels, Samuel J.
The Early Childhood Longitudinal Study (ECLS) is a study that focuses on children's early school experiences beginning with kindergarten. The ECLS was developed by the National Center for Education Statistics. Approximately 23,000 children were selected as they entered kindergarten, and were followed as they moved through fifth grade. This paper is one of several that were prepared in support of ECLS design efforts. Literature documenting the accuracy of teachers' judgments of students' academic performance is reviewed in this paper. The first section examines the methods by which teacher judgments have been evaluated and summarizes findings from this research. Then research findings that relate specifically to the technical adequacy of these measures are examined. Implications are drawn from this research for using teacher judgment measures in the ECLS. Finally, recommendations are made for designing teacher assessment measures that are trustworthy and will serve the purposes of the ECLS adequately. Overall, the research indicates that teachers can make accurate judgments of students' academic performance, and some investigators have shown that teachers' judgments are even better predictors of students' future performance than standardized measures. Findings also suggest that teachers' judgments can be valid and reliable if certain precautions are taken. In general, it appears that more direct measures yield more accurate and meaningful judgments about students' academic achievements. Ways to make more indirect measures more accurate are discussed. (Contains 39 references.) (SLD)
Descriptors: Academic Achievement, Educational Assessment, Elementary Education, Literature Reviews, Longitudinal Studies, National Surveys, Research Design, Student Evaluation, Teacher Attitudes, Teacher Expectations of Students, Test Construction
U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Opinion Research Center, Chicago, IL.
Identifiers: Accuracy; Early Childhood Longitudinal Study