Two Decades of Research on Teacher Expectations: Findings and Future Directions

Good, Thomas L.

doi:10.1177/002248718703800406

Cited by 240 publications

(152 citation statements)

References 66 publications

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“…As previously stated, one of the keys to improving students' performance is that they must be aware of what is expected from them (Good, 1987), which can be achieved by formative uses of rubrics as pointed out above. However, as shown by Andrade and Du (2005) and replicated by Reynolds-Keefer (2010), students may perceive rubrics as instruments to reach the teachers' demands and standards.…”

Section: But Why Co-create Rubrics?mentioning

confidence: 99%

Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

Fraile

Panadero

Pardo

2017

Studies in Educational Evaluation

108

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The aim of this study was to compare the effects of co-creating rubrics against just using rubrics. By co-creating rubrics, the students might have the opportunity to better internalize them and have a voice in the assessment criteria. Two groups undertaking a degree in Sport Sciences (N = 65) participated. Results showed that the students who co-created the rubrics had higher levels of learning selfregulation measured through thinking aloud protocols, whereas the results from the self-reported self-regulation and self-efficacy questionnaires did not show significant differences. The treatment group outperformed the control group in only one out of the three tasks assessed. Regarding the perceptions about rubrics use, there were no significant differences except for the process of co-creation, to which the co-created rubric group gave higher importance. Therefore, this study has opened an interesting venue on rubrics research: co-creating rubrics may influence students' activation of learning strategies.

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Section: But Why Co-create Rubrics?mentioning

confidence: 99%

Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

Fraile

Panadero

Pardo

2017

Studies in Educational Evaluation

108

View full text Add to dashboard Cite

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“…Many researchers have investigated the self-fulfilling prophecy effect of teacher expectations on future performance of students in both naturalistic and experimental settings, concluding that self-fulfilling prophecies generally seem to have only relatively small effects on student achievement (Jussim and Harber 2005;RubieDavies 2008). In this research tradition the term ''teacher expectations'' refers to inferences made by teachers with respect to students' potential to achieve based on the teachers' current knowledge about these students (Good 1987;Riley and Ungerleider 2012). Teacher expectations have also been described as follows: ''Expectations are primarily cognitive phenomena, inferential judgments that teachers make about probable future achievement and behavior based upon the student's past record and his present achievement and behavior'' (Brophy and Good 1974, p. 129).…”

Section: Teacher Expectationsmentioning

confidence: 99%

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

2016

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Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student-teacher relationships, and classroom behavior) in shaping teachers' expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch primary education. Teachers had higher expectations for students who they perceived as self-confident and having positive work habits. Differences in expectations between boys and girls could partly be explained by the teachers' perceptions of students' work habits. Teachers differed in the extent to which they let their perceptions of student attributes shape their expectations.

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“…Uno de los aspectos más importantes a tener en cuenta para mejorar el desempeño de los estudiantes es que estos conozcan qué se espera de ellos (Good, 1987). Por tanto, debido a sus propias características, la rúbrica es un instrumento muy adecuado para transmitir estas expectativas (Andrade y Du, 2005;Panadero y Jonsson, 2013;Reynolds-Keefer, 2010;Schamber y Mahoney, 2006).…”

Section: Transparenciaunclassified

Assessment for Learning: Meeting the Challenge of Implementation

Laveault¹,

Allal²

2016

The Enabling Power of Assessment

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Resumen: La rúbrica es un instrumento de evaluación que permite transmitir las expectativas sobre una tarea a los estudiantes y que, de este modo, puedan planificar adecuadamente su trabajo y evaluar su progreso. Sin embargo, únicamente su empleo desde la perspectiva de la evaluación formativa garantiza un incremento en el aprendizaje y el rendimiento académico de los estudiantes (Panadero y Jonsson, 2013). A pesar de que se ha popularizado su uso en los últimos años, su empleo habitual es como mero instrumento de calificación (Andrade y Valtcheva, 2009). Desde las perspectiva de la evaluación formativa y las directrices del Proceso de Bolonia, la evaluación tiene un papel clave en el proceso de enseñanza-aprendizaje (López-Pastor, 2009). En este artículo se exponen las clases de su diseño y empleo para desarrollar la capacidad de autorregulación, autoeficacia, aprendizaje y rendimiento académico, entre otros. Asimismo, se indica cómo emplear las rúbricas para calificar de manera formativa. En la conclusión, se proponen pasos para implementar este instrumento dentro de una verdadera evaluación formativa así como diversos interrogantes que plantea esta al alinear enseñanza, evaluación y calificación. Palabras clave: Rúbrica; evaluación formativa; autorregulación; autoeficacia; aprendizaje.[en] How use rubrics for enhancing real formative assessment? Abstract: A rubric is an assessment tool that allows the teacher to communicate the expectations about a task to students. Accordingly, the students can plan their work and assess the progress properly. However, only a use from a formative perspective guarantees learning enhancement and performance (E Panadero & Jonsson, 2013). While rubrics have become very popular over the past few years, they are commonly used as a grading tool (Andrade & Valtcheva, 2009). Assessment has a key role in teaching and learning process considering formative assessment perspective and the guidelines of the Bologna Process (López-Pastor, 2009). In this paper, key elements of design and use are stated to develop self-regulation, self-efficacy, learning and academic performance. In addition, guidelines for grading in a formative way are set out. Below, the steps relevant for enhancing real formative assessment and important dilemmas about it are mentioned. Consequently, rubrics can align instruction, assessment and grading.

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Two Decades of Research on Teacher Expectations: Findings and Future Directions

Cited by 240 publications

References 66 publications

Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Assessment for Learning: Meeting the Challenge of Implementation

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