The matter of assessor variance in early childhood education—Or whose score is it anyway?

By Clare Waterman, P. Mcdermott, J. Fantuzzo, Vivian L. Gadsden. 2012

100 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/41c7cb0044db50861d3c936e22a6d899e278ce97

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sara A. Schmitt
2. Megan E. Pratt
3. Megan M. McClelland
4. S. Wanless
5. Shauna L. Tominey
6. F. Morrison
7. A. Acock
8. Claire E. Cameron

Citations in the corpus

• Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, background): “…have been found to vary significantly more in their appraisals (i.e., 28%–31% of children’s score variation was attributed to teachers, not children), indicating that extramural assessors may provide more accurate depictions of children’s individual differences in behavior (Waterman et al., 2012).”