Teachers’ judgment accuracy concerning consistent and inconsistent student profiles
ARTICLE
Anna Südkamp, Rehabilitation Psychology, Germany ; Anna-Katharina Praetorius, Department of Educational Quality and Evaluation, Germany ; Birgit Spinath, Educational Psychology, Germany
TATE Volume 76, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Abstract
Research on teachers' judgment accuracy has focused on teacher judgments of single student characteristics. We analyzed differences in teachers' judgment accuracy concerning students with consistent and inconsistent cognitive and socio-emotional profiles (i.e., profiles of cognitive abilities, self-concept, motivation, and anxiety). Based on test scores and self-reports of N = 743 students, we identified one inconsistent and two consistent profiles. Judgments of N = 43 teachers yielded only three consistent student profiles, indicating that teachers perceived student profiles to be more consistent than they really were. Contrary to our expectations, teachers' judgments were not more accurate for consistent student profiles.
Citation
Südkamp, A., Praetorius, A.K. & Spinath, B. (2018). Teachers’ judgment accuracy concerning consistent and inconsistent student profiles. Teaching and Teacher Education: An International Journal of Research and Studies, 76(1), 204-213. Elsevier Ltd. Retrieved August 12, 2024 from https://www.learntechlib.org/p/202501/.
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Teaching and Teacher Education: An International Journal of Research and Studies
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Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.