Accuracy of teachers' judgments of students' academic achievement: A meta-analysis

Südkamp, Anna; Kaiser, Johanna; Möller, Jens

doi:10.1037/a0027627

Cited by 702Student Assessment and FeedbackEducation, Achievement, and GiftednessEducational Assessment and Pedagogy

Accuracy of teachers' judgments of students' academic achievement: A meta-analysis

Südkamp, Anna, Kaiser, Johanna, Möller, Jens·2012·Journal of Educational Psychology

DOI 10.1037/a0027627

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Abstract

This meta-analysis summarizes empirical results on the correspondence between teachers' judgments of students' academic achievement and students' actual academic achievement. The article further investigates theoretically and methodologically relevant moderators of the correlation between the two measures. Overall, 75 studies reporting correlational data on the relationship between teachers' judgments of students' academic achievement and students' performance on a standardized achievement test were analyzed, including studies focusing on different school types, grade levels, and subject areas. The overall mean effect size was found to be .63. The effect sizes were moderated by use of informed versus uninformed teacher judgments, with use of informed judgments leading to a higher correspondence between teachers' judgments and students' academic achievement. A comprehensive model of teacher-based judgments of students' academic achievement is provided in the Discussion. Supplemental materials: http://dx.doi.org/10.1037/a0027627.supp

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The shared variance between student characteristics and teacher expectations in the German language domain and in mathematics was approximately 35%.
“The shared variance between student characteristics and teacher expectations in the German language domain and in mathematics amounted to approximately 35%, corresponding to estimates reported in the available meta-analyses (Hoge & Coladarci, 1989; Südkamp et al., 2012).”
From Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement (2020) · cites this paper as Südkamp et al., 2012

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Paternal Incarceration and Teachers’ Expectations of Students
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Fostering writing in upper primary grades: a study into the distinct and combined impact of explicit instruction and peer assistance
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Cross-Study Differences in the Etiology of Reading Comprehension: a Meta-Analytical Review of Twin Studies
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Qualitative review synthesis: the relationship between inattention and academic achievement
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Antecedents, Consequences, and Mechanisms: On the Longitudinal Interplay Between Academic Self‐Enhancement and Psychological Adjustment
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Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background
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Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions
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Testing Creativity and Personality to Explore Creative Potentials in the Science Classroom
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The long road from teacher professional development to student improvement: A school-wide professionalization on self-regulated learning in primary education
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Self-citation

Authors: Südkamp, A., Kaiser, J., & Möller, J.
Affiliations: University of Bamberg (DE)
Christian-Albrechts-Universität zu Kiel (DE)
ORCID: Kaiser, Johanna
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2012-08
Volume: 104
Issue: 3
Pages: 743-762
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/a0027627
OpenAlex: W2018635757
Cited by: 696
References: 123
Citations by year: 2026: 54 · 2025: 44 · 2024: 79 · 2023: 50 · 2022: 69 · 2021: 69 · 2020: 61 · 2019: 53 · 2018: 48 · 2017: 41 · 2016: 27 · 2015: 46 · 2014: 28 · 2013: 19 · 2012: 5
FWCI: 152.51
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › Educational Assessment and Pedagogy
Keywords: teacher judgment, academic performance, standardized achievement tests, judgment accuracy, school type, grade level, subject areas

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Accuracy of teachers' judgments of students' academic achievement: A meta-analysis

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