2016
DOI: 10.1016/j.edurev.2016.06.003
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Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

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Cited by 95 publications
(66 citation statements)
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“…Differentiation in education is a highly debated topic, especially when it is applied in the form of homogeneous grouping. Teachers appear less accurate in estimating students' cognitive abilities when they are placed in homogeneous classrooms (Machts, Kaiser, Schmidt & Möller, 2016). Most concerns regarding homogeneous grouping are related to the reduced learning opportunities for low-ability students: within these groups, students cannot profit from the input of higher-ability peers or from the role models that high-ability students can be (e.g., Burris, Heubert, & Levin, 2006).…”
Section: Introduction: Differentiation In Primary Educationmentioning
confidence: 99%
“…Differentiation in education is a highly debated topic, especially when it is applied in the form of homogeneous grouping. Teachers appear less accurate in estimating students' cognitive abilities when they are placed in homogeneous classrooms (Machts, Kaiser, Schmidt & Möller, 2016). Most concerns regarding homogeneous grouping are related to the reduced learning opportunities for low-ability students: within these groups, students cannot profit from the input of higher-ability peers or from the role models that high-ability students can be (e.g., Burris, Heubert, & Levin, 2006).…”
Section: Introduction: Differentiation In Primary Educationmentioning
confidence: 99%
“…For example, teachers have been shown to have more difficulty with rating children whose performance is weaker (Feinberg and Shapiro 2009). Moreover, teachers might have more difficulty with judging pupils' cognitive skills, such as intelligence or potential for learning, than academic skills (Machts et al 2016). Investigating the factors that might influence teacher judgment will certainly be a focus of future research.…”
Section: Discussionmentioning
confidence: 99%
“…Insgesamt gelingt es ihnen dabei besser, leistungsbezogene Merkmale als andere Schülermerkmale (z. B. kognitive Fähigkeiten, akademische Selbstkonzepte, Lernmotivation) zu bewerten (siehe Südkamp et al 2012;Machts et al 2016;Spinath 2005). Zugleich zeigen sich auch in Bezug auf die Urteilsakkuratheit akademischer Fähigkeiten große Unterschiede zwischen Lehrkräften: Südkamp et al (2012) berichten eine Spannweite der Korrelationen zwischen r = -0,03 und r = 0,84.…”
Section: Fremdeinschätzungen Akademischer Leistungen Von Schüler(inne)nunclassified