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

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

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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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Untitled work
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2 of the 123 references couldn’t be matched to a known paper.

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Self-fulfilling prophecies in the classroom: Teacher expectations, teacher feedback and student achievement
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Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model
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Self-citation
A review on the accuracy of teacher judgments
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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 › 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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Accuracy of teachers' judgments of students' academic achievement: A meta-analysis

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