Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability

Meissel, Kane; Meyer, Frauke; Yao, Esther S.; Rubie-Davies, Christine M.

doi:10.1016/j.tate.2017.02.021

Cited by 154 publications

(112 citation statements)

References 51 publications

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“…For teachers' assessments of their students, a distinction can be made between teacher judgments in terms of assessments of students' current performance, and expectations in the sense of forecasts of students' future achievement or development (Meissel, Meyer, Yao et al 2017). Students' grades are well-known judgments that are regularly communicated to the students.…”

Section: Definition Of Teacher Assessmentsmentioning

confidence: 99%

“…Empirical research supports these arguments. Determinants such as students' social and ethnic or immigrant background are notable predictors of teachers' assessments -which are robust against multivariate controls for criteria of accuracy such as academic ability on the one hand (Baudson, Fischbach and Preckel 2016, Hinnant et al 2009, Meissel et al 2017, Tach and Fa rkas 2006, Tenenbaum and Ruck 2007, and experimental manipulation on the other hand (Glock and Krolak-Schwerdt 2013, but see Kaiser, Südkamp and Möller 2017 for contradicting evidence). Students' social and ethnic background affects teachers' assessments via social and ethnic stereotyping (Dunkake and Schuchart 2015, Dunne and Gazeley 2008, Farkas 2003.…”

Section: Individual-level Influencesmentioning

confidence: 99%

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The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

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Teachers represent a crucial dimension of social stratification in the school system. Their assessments of students matter by exerting short-term effects on students' motivation and achievement, but also by influencing students' educational prospects. Research shows that teachers' assessments are reasonably accurate. However, there is a residual component of inaccuracy emerging from individual -level factors (e.g., students' social or immigrant origin) as well as from classroom and school composition. In the present contribution, we add to this literature by providing a dual-process explanation on how contextual conditions on several levels, i.e., classroom, school, neighborhood and institution simultaneously frame teachers' expectations of their students. We test our theoretical model by using data comprising information on teachers, students, parents, and contextual settings of German elementary schools. We exploit institutional variations that influence the extent to which teachers perceive their expectations as relevant (i.e., binding versus non-binding recommendations for secondary school tracks). Results show that teachers' expectations are positively framed by a high share of students with immigrant background in the classroom. Yet, this effect is only valid for native students. Furthermore, we observe mutually reinforcing framing effects of the classroom's and the neighborhood's social composition on teachers' expectations. Finally, context influences are attenuated when teachers perceive their expectations as more relevant (i.e. track recommendations are binding).

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Section: Definition Of Teacher Assessmentsmentioning

confidence: 99%

Section: Individual-level Influencesmentioning

confidence: 99%

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

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“…Výzkumy opakovaně potvrdily, že očekávání vůči výsledkům žáka, vznikající na základě hodnoticího úsudku učitele, ve svém důsledku determinuje, zda bude žák úspěšný či nikoli (Chang, 2011;Meissel, Meyer, Yao, & Rubie-Davies, 2017;Santini, 2014). Tento princip se nazývá teorie pygmalion efektu, jejíž podstatou je fenomén sebenaplňujícího se proroctví.…”

Section: úVodunclassified

“…Za žáky, kteří se podle výkonů řadí mezi nejslabší, ale přesto mají z pohledu učitele potenciál pro lepší výsledky, jsou častěji považovaní chlapci ( Jones & Myhill, 2004b;Meissel et al, 2017;Myhill, 2002). Daný trend lze považovat za ohrožující především pro dívky, jejichž slabý výkon je hodnocen jako důsledek nižší inteligence a schopností.…”

Section: Role Genderu Ve šKolní Výkonnosti žáKůunclassified

“…Za svůj slabý prospěch trojkaři podle učitelky nemohou, a proto je přesvědčena, že je jich škoda, protože by měli šanci na lepší výsledky, kdyby jim okolnosti více přály. Tyto závěry plně odpovídají názoru, že chlapci jsou častěji percipovaní přes svůj slabý prospěch jako nadaní s předpoklady k úspěchu (under achievers), na rozdíl od dívek, od kterých se již lepší výsledky neočekávají z důvodu limitovaných schopností ( Jones & Myhill, 2004b;Meissel et al, 2017;Myhill, 2002).…”

Section: Shrnutí a Diskuseunclassified

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Kluků je škoda, holky na to nemají: genderové aspekty v hodnocení nejslabších žáků třídy

Drexlerová¹

2018

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Relative age and the Early Years Foundation Stage Profile: How do birth month and peer group age composition determine attribution of a ‘Good Level of Development’—and what does this tell us about how ‘good’ the Early Years Foundation Stage Profile is?

Campbell

2021

British Educational Res J

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The Early Years Foundation Stage Profile (EYFSP) is a statutory, summative teacher assessment against nationally prescribed criteria. It is completed for all children in state education in England in summer of the reception year, when September-born children are nearly 6 and summerborn children are turning 5. This research uses quantitative descriptive and regression analyses of de-identified National Pupil Database records spanning 2008-2018 (N = 6 million+). It considers how children's own age and the mean age of their school year-group peers interplay in determining attribution of the EYFSP 'Good Level of Development' ('GLD'). Birth month is starkly predictive of 'GLD' attribution: on average, across years, August-borns are 30 percentage points less likely to be deemed 'Good' than September-borns. Moreover, an older year-group predicts lowered chances of 'GLD' attribution for children born across all seasons. In 2018, for example, a summer-born child in a much older year-group had an estimated 58% chance of being attributed a 'GLD'; a comparable summer-born child in a young year-group had an estimated 65% chance; an autumn-born child in an old year-group had an estimated 79% chance; and an autumn-born child in a young year-group had an estimated 83% chance. Results build upon previous research indicating that teachers' judgements are relative, and also complement studies describing 'moderation' requirements forcing teachers to shape EYFSP scores into prescribed patterns within schools. The latest EYFSP revision continues to ignore the dominance of age in determining 'GLD' attribution and the effects of context and relative judgement. Therefore the EYFSP cannot be an entirely 'reliable, valid and accurate' measure of 'child development' as intended by the Department for Education.

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Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability

Cited by 154 publications

References 51 publications

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Kluků je škoda, holky na to nemají: genderové aspekty v hodnocení nejslabších žáků třídy

Relative age and the Early Years Foundation Stage Profile: How do birth month and peer group age composition determine attribution of a ‘Good Level of Development’—and what does this tell us about how ‘good’ the Early Years Foundation Stage Profile is?

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