Proportion and direction of teacher rating changes of pupils' progress attributable to standardized test information.

Airasian, Peter W.; Kellaghan, Thomas; Madaus, George F.; Pedulla, Joseph J.

doi:10.1037/0022-0663.69.6.702

Cited by 17 publications

(7 citation statements)

References 6 publications

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“…Airasian, Kellaghan, Madaus, & Pedulla (1977) found that test administration and subsequent reporting of results affected teacher decisions about ranking students. On the other hand, Salmon-Cox (1981) reported that increased frequency of standardized testing resulted in diminished use for instructional decisions.…”

Section: Evaluation Implementation Factorsmentioning

confidence: 98%

Current Empirical Research on Evaluation Utilization

Cousins

Leithwood

1986

Review of Educational Research

268

140

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This paper reviews empirical research conducted during the past 15 years on the use of evaluation results. Sixty-five studies in education, mental health, and social services are described in terms of their methodological characteristics, their orientation toward dependent and independent variables, and the relationships between such variables. A conceptual framework is developed that lists 12 factors that influence use; six of these factors are associated with characteristics of evaluation implementation and six with characteristics of decision or policy setting. The factors are discussed in terms of their influence on evaluation utilization, and their relative influence on various types of use is compared. The paper concludes with a statement about implications for research and practice.

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Section: Evaluation Implementation Factorsmentioning

confidence: 98%

Current Empirical Research on Evaluation Utilization

Cousins

Leithwood

1986

Review of Educational Research

268

140

View full text Add to dashboard Cite

show abstract

“…For example, teacher measures compared with standardised test results for reading have generally been positively and signi cantly correlated, ranging from 0.41 to 0.73 (Airasian et al, 1977;Luce & Hoge, 1978;Hopkins et al, 1985;Wright & Wiese, 1988). Sharpley & Edgar (1986) separated reading into two components, vocabulary and comprehension, nding correlations between teachers and student measures of 0.42-0.44 and 0.50-0.56 for vocabulary and comprehension, respectively.…”

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confidence: 98%

Primary School Teachers' Judgements of Reading Achievement

Bates¹,

Nettelbeck²

2001

Educational Psychology

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Reading accuracy and comprehension scores (Neale, 1988) from 108 school children aged 6-8 years were compared with their teachers' (n 5 29) predictions of reading achievements. Predictions about relative individual differences in achievements were moderately correlated with accuracy (0.77) and comprehension (0.62) scores, but a majority of absolute judgements were substantially incorrect, with more than one-third in error by 12 months in reading age. There was a highly signi cant tendency to over-estimate the reading skills of low achieving students.

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“…In the few available studies of the concurrent validity in which teachers' ratings have been employed in the subject of reading (Airasian et al, 1977;Coladarci, 1986;Gresham et al, 1987;Hopkins et al, 1985;Pedulla et al, 1980;Wright & Wiese, 1988), substantial correlations have been found between the teachers' judgements of students' achievements and students' scores on a specific test. The correlation coefficients for the reading subject were found to be 0.64, 0.70, 0.65, 0.73, 0.65 and 0.82 respectively.…”

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confidence: 99%

An analysis of teachers' rating scales as sources of evidence for a standardised Greek reading test

Triga¹

2004

Journal Research in Reading

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Until recently there has been no nationally acceptable test for assessing reading for the higher grades (Five and Six) of the elementary schools in Greece. As part of an effort to validate such a test, evidence was gathered from teachers' rating scales. Seventy-two teachers from Fifth and Sixth Grades all over Greece evaluated their 1377 students' reading ability prior to the administration of a standardised reading test. The teachers were instructed to rate each student's reading achievement, disregarding effort, intelligence, behaviour and attendance. Within class correlation coefficients were computed to determine whether teachers' personal judgement (ratings) and students' actual performance on the reading test were correlated. The standardised reading test and the teachers' ratings were found to have a strong correlation. The match between Greek teachers' assessments of student reading levels and the scores obtained using a newly standardised reading test is reported, in order to examine the extent to which teacher ratings and standardised test results of students yield the same information. The rationale of this study is to investigate whether a new standardised Greek reading test can provide an alternative tool for the assessment of Greek primary education.Reading in Greece is taught as part of a linguistic lesson called 'My Language'. Assessment is an ongoing educational process, on the basis of which the pupil's learning progress is monitored (Kassotakis, 1994;Mavromatis, 1996). Its main aim in primary schools is to improve the students' learning by improving the teaching instruction and the operation of the schools. Assessment in Greek primary schools is not of a competitive or selective nature (Ypepth, 1994).In a linguistic lesson, classroom teachers can assess their students in the following ways:on daily oral reading on the passage that is presented in the chapter; by students' performance in the different written exercises in their textbooks; by short composition essays that students have to write two to three times per week; by revision assignments done in school, either oral or written; by formal tests written by teachers three times a year (Ypepth, 1994).

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Proportion and direction of teacher rating changes of pupils' progress attributable to standardized test information.

Cited by 17 publications

References 6 publications

Current Empirical Research on Evaluation Utilization

Current Empirical Research on Evaluation Utilization

Primary School Teachers' Judgements of Reading Achievement

An analysis of teachers' rating scales as sources of evidence for a standardised Greek reading test

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