ERIC Number: ED035589
Record Type: RIE
Publication Date: 1969-Sep
Reference Count: 0
Teacher Assessment of Pupil Potential. Report Series No. 33.
Good, Thomas L.; And Others
A study was conducted to examine the relative accuracy of elementary and secondary teachers in judging student capability. Fourteen eighth-grade teachers and 16 fifth-grade teachers were asked to rate special study children five times during the year on a behavior rating scale focusing on identification of under- and overachievement. From the pupils who met age (10, 14) and other criteria, four or five children were selected from each class for special study. Within each class were identified the boy and girl whose previous year's grade point average (GPA) rank in that class showed the greatest positive rank-order discrepancy with their California Test of Mental Maturity (CTMM) IQ rank in that class. The same plan was used to select the boy and girl exhibiting the greatest negative discrepancy. Thus a set of underachievers and overachievers were identified in each classroom. Teacher ratings were compared with the actual discrepancy scores between CTMM and GPA. Results demonstrated that teachers correctly identified more overachievers than underachievers. However, this was due to the fact that teachers identify more students as overachievers. Comparing the hit rate with the guess rate, it was concluded that teachers are not good judges of student capability. Secondary and elementary teachers appear equally poor judges. More research is needed to isolate the factors that prevent teachers from identifying children who are capable of performing at higher levels. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.