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ERIC Number: EJ1004848
Record Type: Journal
Publication Date: 2013-Jun
Pages: 25
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-1381-2890
The Impact of Accountability on Teachers' Assessments of Student Performance: A Social Cognitive Analysis
Krolak-Schwerdt, Sabine; Bohmer, Matthias; Grasel, Cornelia
Social Psychology of Education: An International Journal, v16 n2 p215-239 Jun 2013
Research on teachers' judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on teachers' motivations while making the judgment. Building on research on social judgment formation the present investigation examined whether the accountability of teachers has an influence on judgment formation. We predicted that unaccountable teachers would activate social categories and use them for the assessment, whereas accountable teachers' attention would be directed to individual attributes of students. Using secondary school teachers as participants, three studies investigating teachers' assessments, inferences and memory for students' attributes supported these hypotheses. Thus, accountability appears to be a moderator of social information processing and judgment formation in the domain of educational assessments.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A