ERIC Number: ED353264
Record Type: RIE
Publication Date: 1992-Apr
Teacher Judgments and Standardized Assessments.
Hodges, Carol A.
This study, part of a larger longitudinal research project, focused on the relationship between teachers' rankings of their students' literacy achievements, based on informal assessment, and the scores that the students received on a standardized test. Kindergarten students (initial sample of 136) were followed for 3 years. At the end of kindergarten, grade 1, and grade 2, teachers evaluated the students' progress according to how well they mastered a set of criteria that represented a successful reader and writer. Teachers administered a standardized test to students each year. Data from all 3 years illustrated significant positive relationships between teachers' evaluations and test scores. The fact that the teachers and the tests appear to be measuring several similar factors should ease fears that teacher judgments might be at odds with that which is currently considered more reliable, test scores. However, data do suggest that teacher judgments may be an even more valid measure than standardized test scores. One table presents study data, 2 figures present the assessment forms for reading and writing, and 13 references are included. (Author/SLD)
Descriptors: Academic Achievement, Comparative Analysis, Elementary School Students, Elementary School Teachers, Evaluators, Grade 1, Grade 2, Kindergarten Children, Literacy, Longitudinal Studies, Primary Education, Scores, Standardized Tests, Student Evaluation, Teacher Role, Test Results, Test Use
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).