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

Cited by (702)

Items 101–200 of 702

1. A meta-analysis of the validity of the Head-Toes-Knees-Shoulders task in predicting young children's academic performance
   Sabrina Ann Kenny, Claire E. Cameron, Jasmine Tua Karing, Ahmad Ahmadi, Paige Noelle Braithwaite, Megan M. McClelland · 2023 · Frontiers in Psychology
2. Teachers' and students' perceptions of self-regulated learning and math competence: Differentiation and agreement
   Alena Friedrich, Kathrin Jonkmann, Benjamin Nagengast, Bernhard Schmitz, Ulrich Trautwein · 2013 · Learning and Individual Differences
3. Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language
   Thorben Jansen, Cristina Vögelin, Nils Machts, Stefan Keller, Olaf Köller, Jens Møller · 2020 · Teaching and Teacher Education
4. Algorithm appreciation or aversion? Comparing in-service and pre-service teachers’ acceptance of computerized expert models
   Kaufmann, Esther · 2021 · Computers and Education: Artificial Intelligence
5. The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects
   Rebecca J. Collie, Andrew J. Martin, Christine L. Roberts, Natasha Nassar · 2018 · Learning and Individual Differences
6. Improving the accuracy of teachers' judgments of student learning
   Keith W. Thiede, Jonathan L. Brendefur, Michele B. Carney, Joe Champion, Lindsey R. Turner, Roger A. Stewart, Richard D. Osguthorpe · 2018 · Teaching and Teacher Education
7. Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment
   Angelika Wildgans-Lang, Sarah Scheuerer, Andreas Obersteiner, Frank Fischer, Kristina Maria Reiss · 2020 · ZDM
8. Elementary mathematics teachers’ judgment accuracy and calibration accuracy: Do they predict students’ mathematics achievement outcomes?
   Anthony J Gabriele, Elana Joram, Ki H. Park · 2016 · Learning and Instruction
9. Effects of self-scoring their math problem solutions on primary school students’ monitoring and regulation
   Sophie Oudman, Janneke van de Pol, Tamara van Gog · 2021 · Metacognition and Learning
10. Teachers’ assessment of self-regulated learning: Linking professional competences, assessment practices, and judgment accuracy
    Yves Karlen, Kerstin Bäuerlein, Sabrina Nadja Brunner · 2023 · Social Psychology of Education
11. Dimensional comparisons in students' perceptions of the learning environment
    A. Katrin Arens, Jens Møller · 2015 · Learning and Instruction
12. A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted
    Franzis Preckel, Isabelle Schmidt, Eva Stumpf, Monika Motschenbacher, Katharina Vogl, Wolfgang Schneider · 2017 · Gifted Child Quarterly
13. Accuracy of Teacher Judgments
    Cordula Artelt, Tobias Rausch · 2014 · SensePublishers eBooks
14. Erfassung berufsbezogener Selbstkonzepte von angehenden Lehrkräften (ERBSE-L)
    Jan Retelsdorf, Johannes Bauer, Sandra Kristina Gebauer, Tabea Kauper, Jens Møller · 2014 · Diagnostica
15. Student characteristics affecting the recognition of high cognitive ability by teachers and peers
    Jeroen Lavrijsen, Karine Verschueren · 2020 · Learning and Individual Differences
16. Prozessbezogene Diagnostik von Lesefähigkeiten bei Grundschulkindern
    Tobias Richter, Maj-Britt Isberner, Johannes Naumann, Yvonne Kutzner · 2012 · Zeitschrift für Pädagogische Psychologie
17. Identifying determinants of teachers' judgment (in)accuracy regarding students' school-related motivations using a Bayesian cross-classified multi-level model
    Anna‐Katharina Praetorius, Tobias Koch, Annette Scheunpflug, Horst Zeinz, Markus Dresel · 2017 · Learning and Instruction
18. Text-based writing of low-skilled postsecondary students: relation to comprehension, self-efficacy and teacher judgments
    Dolores Perin, Mark D. Lauterbach, Julia Raufman, Hoori Santikian Kalamkarian · 2016 · Reading and Writing
19. The accuracy of teachers' judgments for assessing young children's emerging literacy and math skills
    Kurt Kowalski, Rhonda Douglas Brown, Kristie L. Pretti-Frontczak, Chiharu Uchida, David F. Sacks · 2018 · Psychology in the Schools
20. Learner profiles in secondary education: Occurrence and relationship with performance and student characteristics
    Amélie Rogiers, Emmelien Merchie, Hilde Van Keer · 2019 · The Journal of Educational Research
21. A Learning Analytics Approach to Address Heterogeneity in the Classroom: The Teachers’ Diagnostic Support System
    Tobias Kärner, Julia Warwas, Stephan Schumann · 2020 · Technology Knowledge and Learning
22. Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics
    Katharina Schnitzler, Doris Holzberger, Tina Seidel · 2020 · Frontiers in Education
23. Personality similarity between teachers and their students influences teacher judgement of student achievement
    Tobias Rausch, Constance Karing, Tobias Dörfler, Cordula Artelt · 2015 · Educational Psychology
24. Discrimination in grading: A scoping review of studies on teachers’ discrimination in school
    Giulietta Zanga, Elena De Gioannis · 2023 · Studies In Educational Evaluation
25. Where experience makes a difference: teachers’ judgment accuracy and diagnostic reasoning regarding student learning characteristics
    Christian Kosel, Elisabeth Bauer, Tina Seidel · 2024 · Frontiers in Psychology
26. Teachers’ attitudes towards students with high- and low-educated parents
    Ineke Pit-Ten Cate, Sabine Glock · 2018 · Social Psychology of Education
27. Students’ learning outcomes and peer rating accuracy in compulsory and voluntary online peer assessment
    Jin Liu, Xiuyan Guo, Ruiqin Gao, Paul Fram, Yu Ling, He Zhang, Wang Jin · 2018 · Assessment & Evaluation in Higher Education
28. To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of Principle-Oriented explanations
    Andreas Lachner, Mona Weinhuber, Matthias Nückles · 2019 · Contemporary Educational Psychology
29. Can You Only Diagnose What You Know? The Relation Between Teachers’ Self-Regulation of Learning Concepts and Their Assessment of Students’ Self-Regulation
    Charlotte Dignath, Lara Sprenger · 2020 · Frontiers in Education
30. Positive Illusions in the Academic Context
    Joanne M. Chung, Roberta A. Schriber, Richard W. Robins · 2016 · Personality and Social Psychology Bulletin
31. Avoiding Methodological Biases in Meta-Analysis: Use of Online Versus Offline Individual Participant Data (IPD) in Educational Psychology
    Kaufmann, Esther, Reips, Ulf-Dietrich, Maag Merki, Katharina · 2016 · Zeitschrift für Psychologie
32. EI competencies as a related but different characteristic than intelligence
    Richard Eleftherios Boyatzis, Joan Manuel Batista‐Foguet, Xavier Fernández‐i‐Marín, Margarida Truninger · 2015 · Frontiers in Psychology
33. Interpretation of Students’ Errors as Part of the Diagnostic Competence of Pre-Service Primary School Teachers
    Macarena Larraín, Gabriele Kaiser · 2022 · Journal für Mathematik-Didaktik
34. Accuracy of teachers' judgments of students' subjective well-being
    Detlef Urhahne, Mingjing Zhu · 2015 · Learning and Individual Differences
35. Factors Associated With Accuracy in Prekindergarten Teacher Ratings of Students’ Mathematics Skills
    Emily Furnari, Jessica Vick Whittaker, Mable B. Kinzie, Jamie DeCoster · 2016 · Journal of Psychoeducational Assessment
36. The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries
    Fazilat Siddiq, Perman Gochyyev, Ona Valls · 2020 · Studies In Educational Evaluation
37. Assessing teachers' judgements of students' academic motivation and emotions across two rating methods
    Mingjing Zhu, Detlef Urhahne · 2014 · Educational Research and Evaluation
38. MULTIDIMENSIONAL ENGAGEMENT IN LEARNING—AN INTEGRATED INSTRUCTIONAL DESIGN APPROACH
    Hermann Astleitner · 2018 · Journal of Instructional Research
39. Do central examinations lead to greater grading comparability? A study of frame-of-reference effects on the University entrance qualification in Germany
    Marko Neumann, Ulrich Trautwein, Gabriel Nagy · 2011 · Studies In Educational Evaluation
40. What teachers and parents can add to personality ratings of children: Unique associations with academic performance in elementary school
    Naemi D. Brandt, Michael Becker, Julia Tetzner, Martin Brunner, Poldi Kuhl · 2021 · European Journal of Personality
41. Longitudinal associations among teacher–child relationship quality, behavioral engagement, and academic achievement
    Longfeng Li, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Sarah K. Johns, Rebecca H. Berger, Marilyn S. Thompson, Jody Southworth, Armando Piña, Maciel M. Hernández et al. · 2022 · Early Childhood Research Quarterly
42. The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support
    Eve Kikas, Gintautas Šilinskas, Piret Soodla · 2015 · International Journal of Behavioral Development
43. Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen
    Sarah Gentrup, Camilla Rjosk, Petra Stanat, Georg Lorenz · 2018 · Zeitschrift für Erziehungswissenschaft
44. Predictive validity of A-level grades and teacher-predicted grades in UK medical school applicants: a retrospective analysis of administrative data in a time of COVID-19
    I. C. McManus, Katherine Woolf, David Harrison, Paul Alexander Tiffin, Lewis W. Paton, Kevin Yet Fong Cheung, Daniel Thomas Smith · 2021 · BMJ Open
45. Teachers’ diagnosis of students’ research skills during the mentoring of the undergraduate thesis
    Bas T. Agricola, Frans J. Prins, Marieke F. van der Schaaf, Jan van Tartwijk · 2018 · Mentoring & Tutoring Partnership in Learning
46. Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews
    Stephanie Kron, Daniel Sommerhoff, Maike Achtner, Stefan Ufer · 2021 · Frontiers in Education
47. Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions
    Thorben Jansen, Jennifer Meyer, Johanna Fleckenstein, Andrea Horbach, Stefan Keller, Jens Møller · 2023 · Learning and Instruction
48. Zum Zusammenhang von Intelligenz und Urteilsgenauigkeit bei der Beurteilung von Schülerleistungen im Simulierten Klassenraum **Dieser Beitrag wurde von dem geschäftsführenden Herausgeber Oliver Dickhäuser angenommen.
    Johanna Kaiser, Friederike Helm, Jan Retelsdorf, Anna Südkamp, Jens Møller · 2012 · Zeitschrift für Pädagogische Psychologie
49. What they say is what they do? Comparing task-specific self-reports, think-aloud protocols, and study traces for measuring secondary school students’ text-learning strategies
    Amélie Rogiers, Emmelien Merchie, Hilde Van Keer · 2019 · European Journal of Psychology of Education
50. Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices
    Philipp Sonnleitner, Carrie Kovacs · 2020 · Frontiers in Education
51. The Role of Teacher–Child Relationship Quality in Black and Latino Boys’ Positive Development
    Molly J. Goldberg, Iheoma U. Iruka · 2022 · Early Childhood Education Journal
52. Comparing Teacher and External Assessments: Are Boys, Immigrants, and Poorer Students Undergraded?
    Lúcas Gortazar, David Martinez de Lafuente, Ainhoa Vega‐Bayo · 2021 · Teaching and Teacher Education
53. Teacher judgments as measures of children's cognitive ability: A multilevel analysis
    Tanja Gabriele Baudson, Antoine Fischbach, Franzis Preckel · 2014 · Learning and Individual Differences
54. INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS
    Lisa Paleczek, Susanne Seifert, Barbara Gasteiger‐Klicpera · 2017 · Psychology in the Schools
55. How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance
    Johanna Fleckenstein, Thorben Jansen, Jennifer Meyer, Ruth Trüb, Emily E. Raubach, Stefan Keller · 2024 · Learning and Instruction
56. How accurately do teachers’ judge students? Re-analysis of Hoge and Coladarci (1989) meta-analysis
    Esther Kaufmann · 2020 · Contemporary Educational Psychology
57. Modifying biased teacher expectations in mathematics and German: A teacher intervention study
    Markus P. Neuenschwander, Camille Mayland, Edith Niederbacher, Ariana Garrote · 2021 · Learning and Individual Differences
58. Teacher Perceptions Affect Boys’ and Girls’ Reading Motivation Differently
    Inouk E. Boerma, Suzanne E. Mol, Jelle Jolles · 2015 · Reading Psychology
59. The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*
    Lars Behrmann, Elmar Souvignier · 2013 · Zeitschrift für Pädagogische Psychologie
60. The roles of teacher and student gender in German teachers’ attitudes toward ethnic minority students
    Hannah Kleen, Sabine Glock · 2018 · Studies In Educational Evaluation
61. Gamification in Education and Its Impact on Student Academic Performance: A Conceptual Model Based on Systematic Literature Review and PLS-SEM Analysis
    Ahmad Almufarreh · 2026 · Algorithms
62. Adjusting expectations or maintaining first impressions? The stability of teachers' expectations of students’ mathematics achievement
    Anneke C. Timmermans, Christine Margaret Rubie-Davies, Shengnan Wang · 2021 · Learning and Instruction
63. The relation between nominations and traditional measures in the gifted identification process: A meta-analysis
    Francesco Marsili, Marta Pellegrini · 2022 · School Psychology International
64. When students doubt their teachers’ diagnostic competence: Moderation in the internal/external frame of reference model.
    Friederike Zimmermann, Jens Møller, Olaf Köller · 2017 · Journal of Educational Psychology
65. Linking Teacher and Parent Ratings of Teacher-Nominated Gifted Elementary School Students to Each Other and to School Grades
    Sandra Rothenbusch, Thamar Voss, Jessika Golle, Ingo Zettler · 2018 · Gifted Child Quarterly
66. Teachers’ Judgement Accuracy Concerning CEFR Levels of Prospective University Students
    Johanna Fleckenstein, Michael Leucht, Olaf Köller · 2018 · Language Assessment Quarterly
67. Comparing global judgments and specific judgments of teachers about students' knowledge: Is the whole the sum of its parts?
    Karina Karst, Stefanie Dotzel, Oliver Dickhäuser · 2018 · Teaching and Teacher Education
68. Teachers’ Judgments of Student Learning of Mathematics
    Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney, Richard D. Osguthorpe · 2019 · Cambridge University Press eBooks
69. Halo effects in grading: an experimental approach
    Fabian T. C. Schmidt, Aurelia Kaiser, Jan Retelsdorf · 2023 · Educational Psychology
70. Data literacy of principals in K–12 school contexts: A systematic review
    Jihyun Lee, Dennis Alonzo, Kim Beswick, Cherry Zin Oo, Daniel W. J. Anson, Jan Michael Vincent Abril · 2024 · Educational Research Review
71. The impact of vocabulary and spelling on judgments of ESL essays: an analysis of teacher comments
    Cristina Vögelin, Thorben Jansen, Stefan Keller, Jens Møller · 2018 · Language Learning Journal
72. Academic achievement of diverse K-12 students in inclusive three-block model classrooms
    Jennifer Katz, Laura J. Sokal, Amery D. Wu · 2019 · International Journal of Inclusive Education
73. Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
    Dimitra Kolovou, Alexander Naumann, Jan Hochweber, Anna‐Katharina Praetorius · 2021 · Teaching and Teacher Education
74. The “curse of knowledge” when predicting others’ knowledge
    Jonathan G. Tullis, Brennen Feder · 2022 · Memory & Cognition
75. Assessment at school – Teachers' diary-supported implementation of a training program
    Julia Klug, Marie-Thérèse Schultes, Christiane Spiel · 2017 · Teaching and Teacher Education
76. Temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement
    Chunjie Zhu, Detlef Urhahne · 2020 · European Journal of Psychology of Education
77. Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness
    Daumiller, Martin, Meyer, Jennifer · 2026 · Contemporary Educational Psychology
78. Understanding the accuracy of teachers’ perceptions about low achieving learners in primary schools in rural India: An empirical analysis of alignments and misalignments
    Pratik Wadmare, Mansi Nanda, Ricardo Sabatés, Naveen Sunder, Wilima Wadhwa · 2022 · International Journal of Educational Research Open
79. Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles
    Elena M. Venegas · 2018 · Reading & Writing Quarterly
80. Scenario-Based Assessments in Writing: An Experimental Study
    Mo Zhang, Peter W. van Rijn, Paul Deane, Randy Elliot Bennett · 2019 · Educational Assessment
81. Measuring biology trainee teachers’ professional knowledge about evolution—introducing the Student Inventory
    Julian Fischer, Thorben Jansen, Jens Møller, Ute Harms · 2021 · Evolution Education and Outreach
82. Teacher's Self-concept and Self-esteem in Pedagogical Communication
    Galina Anatolevna Glotova, Angelika Wilhelm · 2014 · Procedia - Social and Behavioral Sciences
83. Teacher judgment accuracy regarding students' self-concepts: Affected by social and dimensional comparisons?
    Friederike Helm, Hanno Müller-Kalthoff, Rebecca Mukowski-Kickhöfel, Jens Møller · 2018 · Learning and Instruction
84. Teachers’ monitoring of students’ text comprehension: can students’ keywords and summaries improve teachers’ judgment accuracy?
    Jan A. A. Engelen, Gino Camp, Janneke van de Pol, Anique B. H. de Bruin · 2018 · Metacognition and Learning
85. Hängt die diagnostische Kompetenz von Sekundarstufenlehrkräften mit der Entwicklung der Lesekompetenz und der mathematischen Kompetenz ihrer Schülerinnen und Schüler zusammen?
    Constance Karing, Maximilian Pfost, Cordula Artelt · 2011 · Pedocs (German Institute for International Educational Research)
86. Variations in Parent and Teacher Ratings of Internalizing, Externalizing, Adaptive Skills, and Behavioral Symptoms in Children with Selective Mutism
    Evelyn R. Klein, Cesar E. Ruiz, Kylee Morales, Paige Stanley · 2019 · International Journal of Environmental Research and Public Health
87. Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations
    Michael Nickl, Daniel Sommerhoff, Anika Radkowitsch, Sina A. Huber, Elisabeth Bauer, Stefan Ufer, Jan L. Plass, Tina Seidel · 2024 · Learning and Instruction
88. Relations between the comprehension of connectives and school performance in primary school
    Anna Volodina, Birgit Heppt, Sabine Weinert · 2021 · Learning and Instruction
89. Examining the role of gelotophobia for willingness to communicate and second language achievement using self- and teacher ratings
    Elyas Barabadi, Kay Brauer, René T. Proyer, Mohsen Rahmani Tabar · 2021 · Current Psychology
90. Judgment accuracy of German student texts: Do teacher experience and content knowledge matter?
    Jens Møller, Thorben Jansen, Johanna Fleckenstein, Nils Machts, Jennifer Meyer, Raja Reble · 2022 · Teaching and Teacher Education
91. Accuracy of Social Perception: An Integration and Review of Meta‐Analyses
    Christa Nater, Ethan Zell · 2015 · Social and Personality Psychology Compass
92. Judging students' self-concepts within 30s? Investigating judgement accuracy in a zero-acquaintance situation
    Anna‐Katharina Praetorius, Katharina Drexler, Lisa Rösch, Eva Christophel, Nora Heyne, Annette Scheunpflug, Horst Zeinz, Markus Dresel · 2014 · Learning and Individual Differences
93. Applying dimensional comparison theory to the fundamental dimensions of social judgment – Agency and communion
    Friederike Helm, Andrea E. Abele, Hanno Müller-Kalthoff, Jens Møller · 2017 · Learning and Individual Differences
94. Teachers’ information processing and judgement accuracy: effects of information consistency and accountability
    Ineke Pit-Ten Cate, Thomas Hörstermann, Sabine Krolak‐Schwerdt, Cornelia Gräsel, Ines Böhmer, Sabine Glock · 2019 · European Journal of Psychology of Education
95. Early Maternal Spatial Support for Toddlers and Math Skills in Second Grade
    Luísa A. Ribeiro, Beth M. Casey, Eric Dearing, Kristin Berg Nordahl, Cecília Aguiar, Henrik Daae Zachrisson · 2020 · Journal of Cognition and Development
96. Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors
    Stephanie Herppich, Jörg Wittwer, Matthias Nückles, Alexander Renkl · 2013 · The Journal of Experimental Education
97. Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry
    Katherine L. Miller-Bains, Jaclyn M. Russo, Amanda P. Williford, Jamie DeCoster, Elizabeth A. Cottone · 2017 · AERA Open
98. Strengthening Teacher Competency through ICARE Approach to Improve Literacy Assessment of Science Creative Thinking
    Ridwan Jusuf, Wahyu Sopandi, Ana Ratna Wulan, Udin Syaefudin Sa’ud · 2019 · International Journal of Learning Teaching and Educational Research
99. Primary teachers’ perceptions that impact upon track recommendations regarding pupils’ enrolment in secondary education: a path analysis
    Elien Sneyers, Jan Vanhoof, Paul Mahieu · 2018 · Social Psychology of Education
100. Using electronic technology in the dynamic testing of young primary school children: predicting school achievement
     Kirsten W. J. Touw, Bart Vogelaar, Merel Bakker, Wilma C. M. Resing · 2019 · Educational Technology Research and Development