Issue 2/2011, 3. Volume Page 119–147
Is there a relationship between lower secondary school teacher judgment accuracy and the development of students’ reading and mathematical competence?
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The present study investigates the relationship between teacher judgment accuracy and the development of students’ reading and mathematical competence and whether this relationship is moderated by instructional variables. Longitudinal data were obtained from a sample of 502 students and their 40 German language and 29 mathematics teachers in the context of the BiKS study (measurement points: at the end of grades 5 and 6). Teacher judgment accuracy was measured by a task-specific hit rate and the rank order component in the domains of reading and mathematics. German language and mathematics teachers showed a moderate hit rate. For the rank order component, we found a mean correlation of r = .19 in the domain of reading and r = .44 in the domain of mathematics. Multilevel analyses revealed that the task-specific hit rate had a significant positive relationship with the development of students’ reading competence, but it was not related to the development of students’ mathematical competence. Furthermore, the significant relationship of teachers’ task-specific hit rate was moderated by instructional variables such as teachers’ use of individualization and structuring cues. For the rank order component, no significant positive relationships or interactions were found in the domains of reading and mathematics.
Teacher judgment accuarcy; Competence development; Instructional quality