Subjectivity of teacher judgments: Exploring student characteristics that influence teacher judgments of student ability
By Kane Meissel, Frauke Meyer, Esther S. Yao, Christine Rubie-Davies. 2017
179 citations recorded by the source corpus.
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.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/13487558136ca594f1c5190e5cead9973399d938
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In Education
Citations in the corpus
- Key skills for the 21st century: An evidence-based review (2017, background): “‘Previous research has indicated that teacher judgements might be biased on the basis of student characteristics and influenced by classroom and school contexts’ (Meissel et al., 2017).”
- Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “The opportunity and performance gaps among low and high SES groups may be partly responsible for these disparate self-beliefs (Gorski, 2013), which may in turn adversely affect how teachers perceive their students (Meissel et al., 2017).”