Acceso usuarios
Chunjie Zhu, Detlef Urhahne
Numerous studies have focused on the significance and consequences of teacher judgment; the development of teachers’ judgment accuracy over time, however, has been rarely examined. The aim of this study was to investigate the temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement. The correspondence between teacher judgments and student characteristics was measured twice within a 4-week period. Nine classes with 326 sixth-graders from a Chinese elementary school and their mathematics teachers took part in the study. Students worked on a standardized mathematics test and a self-description questionnaire for measuring students’ motivation and emotion. Teachers judged each student’s motivation, emotion, and achievement by single items. Results show that teachers were able to assess student achievement with high accuracy, student motivation with moderate to high accuracy, and student emotion mostly with low accuracy. Teachers’ judgment accuracy was highly stable with little changes on different accuracy components. It can be concluded that Chinese elementary school teachers are in a position to make fair judgments about student achievement and student motivation at different times. Student emotions, however, are hard to grasp for teachers.
