Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS

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A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Nevertheless, research indicated a correlation between teacher reports on academic achievement and standardized test scores (Hopkins, George, & Williams, 1985; Martínez et al., 2009).”
Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes (2018, background): “…and classroom-based predictors of teachers’ judgment accuracy, for instance, little of this research examines whether factors such as teaching experience, teacher training, pedagogical methods, and assessment practices lead to better teacher accuracy (for an exception, see Martı́nez et al., 2009).”