dc.contributor.author |
Meissel, Kane |
en |
dc.contributor.author |
Meyer, Frauke |
en |
dc.contributor.author |
Yao, Esther |
en |
dc.contributor.author |
Davies, Christine |
en |
dc.date.accessioned |
2017-06-28T04:50:17Z |
en |
dc.date.issued |
2017-07 |
en |
dc.identifier.issn |
0742-051X |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/33824 |
en |
dc.description.abstract |
Teacher judgments of student achievement are increasingly used for high-stakes decision-making, making it imperative that judgments be as fair and reliable as possible. Using a large national database from New Zealand, we explored the relation between psychometrically designed standardized achievement results and teacher judgments in reading (N = 4771 students) and writing (N = 11,765 students) using hierarchical linear modelling. Our findings indicated that judgments were systematically lower for marginalized learners after controlling for standardized achievement differences. Additionally, classroom and school achievement composition were inversely related to teacher judgments. These discrepancies are concerning, with important implications for equitable educational opportunities. |
en |
dc.publisher |
Pergamon Press Ltd. |
en |
dc.relation.ispartofseries |
Teaching and Teacher Education |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1016/j.tate.2017.02.021 |
en |
pubs.begin-page |
48 |
en |
pubs.volume |
65 |
en |
dc.rights.holder |
Copyright: Pergamon Press Ltd. |
en |
pubs.end-page |
60 |
en |
pubs.publication-status |
Accepted |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
619113 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2017-06-28 |
en |