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Are teachers accurate in predicting their students’ performance on high stakes’ exams? The case of Russia
ARTICLE

, National Research University Higher School of Economics, Russian Federation ; , Stanford University School of Education, United States

International Journal of Educational Development Volume 43, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

The paper focuses on how accurate teachers may or may not be in gauging their class’academic abilities. We use a sample of classrooms in three Russian regions to identify sources of mathematics and Russian teachers’ inaccuracies in predicting their high school classes’ scores on Russian and mathematics high stakes college entrance tests (the Unified State Exam, or USE). We test the hypothesis that teachers’ perceptions of their relationship with their classes are good predictors of such inaccuracies. This is important because teachers often focus on their relationship with the class as an end in itself or as a means to engaging students. Good teacher–student relations may indeed result in more students’ learning, but perhaps not nearly as much as teachers’ believe. We find that both Russian and mathematics teachers make inaccurate predictions of their class’ high stakes examination results based on how they perceive their relationship with their class. Teachers who believe they have a very good relationship with the class significantly overestimate their class’ performance on the USE, and those who perceive a poor relationship, underestimate their class’ performance, although this underestimate is generally not statistically significant.

Citation

Zakharov, A. & Carnoy, M. (2015). Are teachers accurate in predicting their students’ performance on high stakes’ exams? The case of Russia. International Journal of Educational Development, 43(1), 1-11. Elsevier Ltd. Retrieved January 23, 2020 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2015.04.007

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