Zum Einfluss von störendem Schülerverhalten im Unterricht auf Leistungsbeurteilungen: Explizite Einschätzungen und experimentelle Befunde

Published on Mar 1, 2020in Zeitschrift Fur Padagogische Psychologie
· DOI :10.1024/1010-0652/A000250
Sonja Krämer1
Estimated H-index: 1
(CAU: University of Kiel),
Friederike Zimmermann12
Estimated H-index: 12
(CAU: University of Kiel)
Sources
Abstract
Zusammenfassung. Eine wichtige Aufgabe von Lehrkraften ist die Leistungsbeurteilung von Schulerinnen und Schulern. Aktuelle Befunde belegen Verzerrungen der Leistungsbeurteilung durch leistungsirre...
References44
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This cross-lagged longitudinal study examines the evocative impact of a child’s psychological adjustment on teachers’ affective response and instructional support for a child, and the influence this support and response has on the child’s subsequent adjustment. A hundred and seventeen Finnish teachers self-rated the instructional support they gave, and the affect they experienced while teaching 307 children from school grades 1, 2 and 3. Teachers also rated the level of prosocial and externalizi...
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Teachers’ judgments of students’ academic achievement are not only affected by the achievement themselves but also by several other characteristics such as ethnicity, gender, and minority status. In real-life classrooms, achievement and further characteristics are often confounded. We disentangled achievement, ethnicity and minority status and examined whether the achievement of ethnic minority students is judged according to the predominant expectation (expectation hypothesis) and whether teach...
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Student report card grades are an integral part of K-12 education, and grading is an important teacher responsibility, but experts are in agreement that grades largely fail to accomplish their main purpose of communicating student academic achievement (Cizek, Fitzgerald, & Rachor, 1995; Guskey, 2015; McMillan, 2001; Stiggins, Frisbie, & Griswold, 1989). Instead, because student grades are often created from an imprecise amalgam of factors that includes achievement, ability, effort, and behavior ...
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#1Peggy P. Chen (CUNY: City University of New York)H-Index: 7
#2Sarah M. Bonner (CUNY: City University of New York)H-Index: 6
ABSTRACTWe examined novice teachers’ beliefs about grading and constructivist teaching approaches. Adapting an existing instrument designed to assess preservice teachers’ grading beliefs that deviate from recommended practices, we administered the Survey of Grading Beliefs to 203 inservice teachers. Exploratory factor analysis resulted in a 3-factor model with a structure similar to that found in prior research; differences between the 2 samples were noted. Teachers who endorsed grading beliefs ...
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Zusammenfassung. Unterrichtsstorungen belasten sowohl Lehrpersonen als auch Schulerinnen und Schuler. Gleichzeitig ist davon auszugehen, dass Lehrpersonen und Lernende Storungen anders wahrnehmen. Mit einem Fragebogen wurden Unterrichtsstorungen, Beziehung und Klassenfuhrung an 83 Klassen mehrperspektivisch aus Sicht der Klassenlehrperson (N = 83), einer ausgewahlten Fachlehrperson (N = 83) und der Schulerinnen und Schuler (N = 1290) erfasst. Die Daten wurden in einem Multitrait-Multimethod-Desi...
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#1Johanna Kaiser (CAU: University of Kiel)H-Index: 7
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Urteile von Lehrkraften uber die Leistung ihrer Schuler/innen entscheiden uber deren akademische Laufbahn. Empirische Studien zeigen jedoch systematische Verzerrungen durch Schulermerkmale, die nicht in das Urteil uber die Schulerleistung einfliesen durften. Im vorliegenden Beitrag wurde mit dem Schulerinventar ein experimenteller Ansatz zur Untersuchung von systematischen Einflussen durch Schulermerkmale auf Leistungsurteile gewahlt: N = 251 Lehrkraften im Vorbereitungsdienst wurden urteilsrele...
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#1Johanna Kaiser (CAU: University of Kiel)H-Index: 7
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Abstract Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagem...
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#1Friederike Zimmermann (CAU: University of Kiel)H-Index: 12
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Student misbehavior is a pervasive problem and may seriously affect academic achievement. Previous research hints at different effects depending on whether achievement tests or achievement judgments are used as academic outcomes. Previous research also indicates that low achievement can conversely contribute to problem behavior and that low self-esteem—maybe as a consequence of low achievement—is a further source of problem behavior during adolescence. The purpose of this 3-wave longitudinal stu...
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In Studien zur diagnostischen Kompetenz zeigen sich haufig grose Unterschiede in der Fahigkeit von Lehrkraften, Schulerleistungen akkurat einzuschatzen. Als ursachlich fur diese Unterschiede werden unter anderem Merkmale der Lehrkrafte angenommen, wie z. B. ihre Berufserfahrung oder ihre Intelligenz. In zwei Studien wurde der Zusammenhang von Intelligenz und Urteilsgenauigkeit untersucht. Es wird angenommen, dass hohe kognitive Grundfahigkeiten mit hoher Urteilsgenauigkeit einhergehen. Die Urtei...
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Teacher judgments about student achievement may be biased by factors that go beyond students’ actual achievement. Emotional and behavioral disorder (EBD), which is characterized by behavioral probl...
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#1Nele Kampa (Leibniz Association)H-Index: 3
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Abstract Although large-scale assessments (LSA) of school achievement claim to measure domain-specific achievement, they have been criticized for primarily measuring domain-general abilities. Numerous studies provide evidence that LSA of mathematical achievement as well as verbal achievement cover both general cognitive abilities (GCA) and domain-specific achievement dimensions. We extend previous research by analyzing a standards-oriented and literacy-oriented LSA in the domain of science to de...
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