Teachers' judgment accuracy concerning consistent and inconsistent student profiles. (November 2018)

• Record Type: Journal Article
• Authors: Südkamp, Anna; Praetorius, Anna-Katharina; Spinath, Birgit
• Is Part Of: Teaching and teacher education. Volume 76(2018)
• Page Start: 204
• Page End: 213
• Publication Date: 2018-11
• Subjects: Teachers' judgment accuracy -- Consistency -- Student profiles -- Achievement -- Motivation; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2017.09.016
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Research on teachers' judgment accuracy has focused on teacher judgments of single student characteristics. We analyzed differences in teachers' judgment accuracy concerning students with consistent and inconsistent cognitive and socio-emotional profiles (i.e., profiles of cognitive abilities, self-concept, motivation, and anxiety). Based on test scores and self-reports of N = 743 students, we identified one inconsistent and two consistent profiles. Judgments of N = 43 teachers yielded only three consistent student profiles, indicating that teachers perceived student profiles to be more consistent than they really were. Contrary to our expectations, teachers' judgments were not more accurate for consistent student profiles. Highlights: Prior research has investigated teacher judgments concerning single student characteristics. Because teachers perceive many student characteristics at the same time, it is important to investigate students' profiles. We studied actual and perceived consistency of student profiles in relation to teachers' judgment accuracy. Teachers perceived student profiles as being more consistent than indicated by measured student characteristics. Contrary to our expectations, teachers' judgments were not more accurate for consistent student profiles.