Does the Teacher Beat the Test? The Additional Value of Teacher Assessment in Predicting Student Ability

How Do STEM Career Change Teachers Experience the Transition?: A Comparison Between Dutch and Australian Teachers

“…Leerlingen met een hogere SES krijgen een hoger basisschooladvies, zelfs bij gelijkwaardige schoolprestaties. Dit is in overeenstemming met resultaten uit eerder onderzoek (De Boer, Bosker, & Van der Werf, 2010;Feron, Schils, & Ter Weel, 2015). Daarnaast spelen overige factoren een grotere rol wanneer eindtoetsresultaten niet beschikbaar zijn.…”

Teachers taking perceptions of student attributes into consideration when formulating track recommendations?

“…When teachers formulate track recommendations, the main goal is to indicate what future educational level is most appropriate for a student. While primary school teachers mostly base their track recommendations on students’ prior achievement (Driessen, 2005; Feron et al., 2013; Luyten & Bosker, 2004; Timmermans et al., 2015; van Leest et al., 2020, in press), it is not clear to what extent teachers take into account their perceptions of student attributes, such as perceived work habits or parental involvement. Using longitudinal data following students across the transition from primary to secondary education allowed us to examine the extent to which teacher perceptions of student attributes were predictive of student performance in secondary education.…”

“…The present study was conducted in the Dutch educational context, which might affect generalisability to other educational systems as school track recommendations may not be used or may be formulated differently, especially with regard to the extent to which teachers may or may not include their perceptions of student attributes. In a strong exam‐oriented educational system as the Dutch educational system is, it is not surprising that teachers are strongly guided by prior student achievement (Ağirdağ et al., 2021), and that track recommendations are mostly based on students’ prior achievement (Driessen, 2005; Feron et al., 2013; Luyten & Bosker, 2004; Timmermans et al., 2015; van Leest et al., 2020, in press). It may be that in other educational systems teachers’ perceptions of student attributes play a more important role.…”

“…Previous research indicates that teachers primarily rely on students' achievement in primary education when formulating these track recommendations (Driessen, 2005;Feron et al, 2013;Luyten & Bosker, 2004;Timmermans et al, 2015;van Leest et al, 2020, in performance, teacher-perceived student attributes to have limited predictive value. The limited predictive value of teacher-perceived student attributes for students' performance in secondary education suggests that teachers may need to be careful with taking perceived student attributes into account when formulating track recommendations.…”

“…Previous research indicates that teachers primarily rely on students’ achievement in primary education when formulating these track recommendations (Driessen, 2005; Feron et al., 2013; Luyten & Bosker, 2004; Timmermans et al., 2015; van Leest et al., 2020, in press), but also to a small extent on students’ background characteristics, such as their gender, socioeconomic status (SES) or ethnic background (Batruch et al., 2023; Boone et al., 2018; Klapproth et al., 2013; Korpershoek et al., 2016; Krolak‐Schwerdt et al., 2017; Timmermans et al., 2013; van Leest et al., 2020, in press). The extent to which teachers also consider other student attributes in their track recommendations, such as their perceptions of students’ work habits or parental involvement, and how predictive these perceived attributes are for secondary school performance is, however, unclear.…”