Do Teacher Ratings and Standardized Test Results of Students Yield the Same Information?

Abstract

Teachers in Ireland (n = 170) rated students (n = 2,617) on IQ, mathematics, and English, as well as on 12 social and academic classroom behaviors. Factor analysis oflQ, mathematics, and English standardized test scores, together with the 15 teacher ratings, showed that there is overlap between ratings and test results but that the information obtained is not redundant. Three factors were identified: one was comprised primarily of the social behaviors; a second was comprised of the academic classroom behaviors and teacher ratings on IQ, mathematics, and English; and the third was comprised of the test scores in IQ, mathematics, and English together with the corresponding teacher ratings.The question under investigation, the relationship of teacher ratings to standardized tests, goes back to Binet. However, opportunity for new illumination into this area was provided by a nationwide, longitudinal, societal experiment conducted in the Republic of Ireland to assess the impact of introducing standardized testing on various populations, particularly students and teachers (Airasian, Kellaghan, & Madaus, 1971). For the present study, 170 fifth-grade teachers were asked to provide ratings for each of their students on a variety of behaviors using a 5-point rating scale. Just prior to making their ratings, teachers administered standardized tests of intelligence, Portions of this paper were presented at the annual conference of the National Council on Measurement in Education, Toronto, 1978.

Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities

“…(Bennett, Gottesman, Rock, & Cerullo, 1993) find that pupils' behaviour in class has an effect on teacher assessments. (Pedulla, Airasian, & Madaus, 1980)) also find that teachers' judgements of performance are confounded with judgement of other academically related behaviours, such as attention and persistence. Since our main dataset is an administrative dataset, it has no detailed data on students' behaviour in class or their views.…”

Estereotipos de los docentes de segundo grado de primaria sobre los perfiles de los estudiantes con alto y bajo rendimiento

“…Según otros estudios, la valoración del maestro con respecto al logro del estudiante también se relaciona con el atractivo físico y con ciertas conduc tas en el aula de clases, tales como la atención, el esmero y la independen cia que se demuestra en el aula (Du sek & Joseph, 1983;Pedulla, Airasian & Madaus, 1980). Finalmente, en el Perú, una inves tigación realizada como parte de una tesis universitaria estudió las actitudes y estereotipos raciales que presentaban los profesores de primaria y secundaria del distrito de Comas, en Lima (Ríos, 2006).…”

Work habits evaluation: A closer look.

“…Their scale does not examine 32 how well individual students are developing these habits. Other researchers (Napthali, 1987;Pedulla et al, 1980) also studied what habits were considered to lead to success, but did not include individual teacher ratings on student work habits. The instrument developed for use in this study includes components from both the literature and interview data.…”

“…Teachers expect students to make an effort to learn enough at least to pass the course (Covington, 1980;Covington and Omelich, 1979;Nicholls, 1976;Pedulla, 1980;Schunk, 1982) and so do parents (Ames and Archer, 1987;Covington and Omelich, 1979;Mac Iver, 1991). Teachers are more likely to reward effort with praise and to accept the student's level o f achievement if it appears that the student has been making an effort to succeed (Covington, 1980;Covington and Omelich, 1979;Darakjian and Michael, 1982;Nicholls, 1976).…”

“…Plake and Impara conclude that teachers are ill equipped to successfully undertake one o f the most prevalent activities of their instructional program, student assessment (p. 67). Some authors argue that teachers do know how to evaluate the achievement of their students (Allai, 1988;Baker, Mednick, and Hocevar, 1991;Hoge and Coladarci, 1989;Pedulla et al, 1980). These studies and others, demonstrate that teachers can be extremely sensitive both in assessing ability and predicting achievement.…”