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ERIC Number: ED441015
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 45
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teacher Judgment as Formative and Predictive Assessment of Student Performance on Ohio's Fourth and Sixth Grade Proficiency Tests.
Fuller, Michael L.
Ninety teachers in grades three through six were asked to judge the likelihood of their students' passing Ohio's Fourth or Sixth Grade Proficiency Tests. Judgment ratings consisted of "likely to pass,""uncertain to pass," or "unlikely to pass." These ratings were collected in January 1998, 3 months prior to the administration of the proficiency tests. Test results were collected the following June. In general, third- and fourth-grade teachers were more accurate in identifying those students who passed than those who failed. Fifth- and sixth-grade teachers were mixed in their judgments. Regardless of teacher grade level, students judged likely to pass had higher mean proficiency scores than those judged uncertain or unlikely to pass. No significant differences were found in teachers' judgments in high-performing schools and low-performing schools. These results show that teacher judgment can serve as a predictive assessment for likely performance on Ohio's Fourth or Sixth Grade Proficiency Tests. Preliminary results are also presented for using teacher judgment as a formative assessment. (Contains 22 tables and 30 references.) (Author/SLD)
Publication Type: Numerical/Quantitative Data; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A