A review on the accuracy of teacher judgments

Detlef Urhahne*, L. Wijnia

*Corresponding author for this work

Research output: Contribution to journalReview articleAcademicpeer-review

Abstract

In everyday school life, teachers need a wide range of judgment competencies to accurately assess student characteristics, learning and task requirements. The purpose of this literature review is to synthesize the methodological, empirical, theoretical, and practical knowledge from 40 years of research on the accuracy of teacher judgments. We define the accuracy of teacher judgments and differentiate the term from other related constructs. We explain the methodological approaches and summarize the main research findings on the accuracy of teacher judgments of student characteristics and task difficulties. Furthermore, we empirically demonstrate that teachers tend to overestimate student achievement on standardized tests. We discuss possible moderators of teachers’ judgment accuracy and show the effects on teaching and the learning of students. We present the main theoretical approaches that can explain the empirical findings and describe ways to improve teacher judgment accuracy. In the discussion, we address important implications for research and practice.
Original languageEnglish
Article number100374
Number of pages26
JournalEducational Research Review
Volume32
DOIs
Publication statusPublished - Feb 2021
Externally publishedYes

Keywords

  • Diagnostic competence
  • Judgment accuracy
  • Teacher judgment
  • ACADEMIC-ACHIEVEMENT
  • DIAGNOSTIC COMPETENCE
  • SIMULATED CLASSROOM
  • SELF-CONCEPTS
  • STUDENTS READING ABILITIES
  • PRIMARY-SCHOOL TEACHERS
  • UNDERESTIMATED STUDENTS
  • LEARNING-BEHAVIOR
  • STEREOTYPICAL EXPECTATIONS
  • COGNITIVE-ABILITIES

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