The DOI matches its Crossref record; 121 of the 123 references it cites were found in a registry or an index.
Accuracy of teachers' judgments of students' academic achievement: A meta-analysis
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 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
Citations
Cites
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van Erkel, E. L. A. (2015) · Utrecht University Repository (Utrecht University)
Metadata
- 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
- Published
- 2012-08
- Volume
- 104
- Issue
- 3
- Pages
- 743-762
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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 › Developmental and Educational 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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