Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills
| Autor: | Jamie DeCoster, Emily C. Furnari, Mable B. Kinzie, Jessica Vick Whittaker |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Self-efficacy
No child left behind Direct assessment 05 social sciences Ethnic group 050301 education Education Clinical Psychology Alternative assessment Interpersonal competence Mathematical skill Mathematics education 0501 psychology and cognitive sciences Social competence Psychology 0503 education General Psychology 050104 developmental & child psychology |
| Zdroj: | Journal of Psychoeducational Assessment. 35:410-423 |
| ISSN: | 1557-5144 0734-2829 |
| DOI: | 10.1177/0734282916639195 |
| Popis: | The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical skills. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|