Accuracy of teachers' judgments of students' cognitive abilities: A meta-analysis

被引：80

作者：

Machts, Nils ^{[1
]}

Kaiser, Johanna ^{[1
]}

Schmidt, Fabian T. C. ^{[2
]}

Moeller, Jens ^{[1
]}

机构：

[1] Univ Kiel, Kiel, Germany

[2] Leibniz Inst Sci & Math Educ, Kiel, Germany

来源：

EDUCATIONAL RESEARCH REVIEW | 2016年 / 19卷

关键词：

Teacher judgment; Judgment accuracy; Cognitive abilities; Meta-analysis; IDENTIFYING GIFTED STUDENTS; DIAGNOSTIC COMPETENCE; METACOGNITIVE SKILLS; ACADEMIC-ACHIEVEMENT; INTELLIGENCE-TEST; SCHOOL TEACHERS; RATING-SCALES; SELF; GENDER; CHILDREN;

D O I：

10.1016/j.edurev.2016.06.003

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper presents a meta-analysis of the accuracy of teachers' judgments of students' cognitive abilities. The array of cognitive abilities includes intelligence, giftedness, other cognitive abilities, and creativity. The integration of 106 effect sizes from 33 studies with a meta-analytical multilevel approach led to a mean judgment accuracy of cognitive abilities of r = 0.43. Moderation analyses revealed moderate to large effects for intelligence: r = 0.50, other cognitive abilities: r = 0.42, giftedness: r = 0.36, and creativity: r = 0.34. Lower judgment accuracy was shown for preselected student samples and for judgments without eligible frames of reference. We discuss an academic achievement bias as selected studies revealed higher correlations between judgments of intelligence and academic achievement measures (r = 0.61) than between judgments of intelligence and measures of intelligence. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：85 / 103

页数：19

共 94 条

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