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ERIC Number: EJ1070460
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 32
Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide Assessment
Gallant, Dorinda J.
International Electronic Journal of Elementary Education, v5 n2 p125-142 2013
Early childhood professional organizations support teachers as the best assessors of students' academic, social, emotional, and physical development. This study investigates the predictive nature of teacher ratings of first-grade students' performance on a standards-based curriculum-embedded performance assessment within the context of a state accountability system. The sample includes 4292 elementary school students cross-classified by 131 first-grade and 137 third-grade schools attended. This study uses extant statewide assessment data for students located in a state in the southeastern part of the United States. Controlling for student and school demographic variables in cross-classified random effects multilevel models, first-grade teacher ratings--as reflected by domain scores on a performance assessment--are found to positively and significantly correlate with students' third-grade academic achievement.
Descriptors: Teacher Evaluation, Grade 1, Grade 3, Correlation, Prediction, Mathematics Achievement, High Stakes Tests, Elementary School Students, Elementary School Teachers, Predictive Validity, Language Arts, Writing Achievement, Reading Achievement, Performance Based Assessment, Achievement Tests, Reliability, Student Characteristics, Scores
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: firstname.lastname@example.org; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 3
Authoring Institution: N/A