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ERIC Number: EJ982006
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1380-3611
Teachers and Tests: Assessing Pupils' Reading Achievement in Primary Schools
Johansson, Stefan; Myrberg, Eva; Rosen, Monica
Educational Research and Evaluation, v18 n8 p693-711 2012
The purpose of the present study was to examine validity aspects of teachers' judgements of pupils' reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers' judgements of pupils' achievement levels varied from one teacher to another. Moreover, there were significant differences between teachers' judgements in Grades 3 and 4. Teachers in Grade 3 who had taught their pupils for almost 3 years showed higher correspondence between their judgements and pupil achievement within classrooms than 4th-grade teachers who, typically, had only taught their pupils for approximately 1 semester at the time of the data collection. The results indicate that teachers' judgements and tests can be useful within classrooms, but that teachers may need external assessments to calibrate judgements over classrooms. (Contains 4 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Identifiers - Assessments and Surveys: Progress in International Reading Literacy Study