Citations (29)
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Shayl F. Griffith, Donna-Maria B. Maynard & Daniel M. Bagner. (2022) Barbadian teachers’ identification of social-emotional, behavioral, and learning challenges in young children. International Journal of School & Educational Psychology 10:1, pages 29-45.
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Kristen N. Missall, Michelle K. Hosp & John L. Hosp. (2019) Reading Proficiency in Elementary: Considering Statewide Testing, Teacher Ratings and Rankings, and Reading Curriculum-Based Measurement. School Psychology Review 48:3, pages 267-275.
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Peter M. Nelson, Ethan R. Van Norman & Stacey K. Lackner. (2016) A Comparison of Methods to Screen Middle School Students for Reading and Math Difficulties. School Psychology Review 45:3, pages 327-342.
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Pledger Fedora. (2015) Teacher Judgment of Early Reading Difficulty. The Educational Forum 79:3, pages 280-292.
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Deborah K. Reed. (2015) Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making. RMLE Online 38:6, pages 1-13.
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Stephanie Herppich, Jörg Wittwer, Matthias Nückles & Alexander Renkl. (2013) Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors. The Journal of Experimental Education 81:2, pages 242-260.
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David
Lansing Cameron, Bryan
G. Cook & Melody Tankersley. (2012) An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms. International Journal of Inclusive Education 16:12, pages 1335-1354.
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Articles from other publishers (22)
Treysi TERZİYAN. (2021) Silent Reading Fluency and Reading Comprehension: Two Halves of an Apple. Dil Eğitimi ve Araştırmaları Dergisi 7:2, pages 258-279.
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Chunjie Zhu & Detlef Urhahne. (2020) Temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement. European Journal of Psychology of Education 36:2, pages 319-337.
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Detlef Urhahne & Lisette Wijnia. (2021) A review on the accuracy of teacher judgments. Educational Research Review 32, pages 100374.
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Maya A. Mingo, Sherry Mee Bell, R. Steve McCallum & D. Lakmal Walpitage. (2019) Relative Efficacy of Teacher Rankings and Curriculum-Based Measures as Predictors of Performance on High-Stakes Tests. Journal of Psychoeducational Assessment 38:2, pages 147-167.
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Meike Bonefeld, Oliver Dickhäuser & Karina Karst. (2019) Do preservice teachers’ judgments and judgment accuracy depend on students’ characteristics? The effect of gender and immigration background. Social Psychology of Education 23:1, pages 189-216.
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Nicole M. McKevett & Allyson J. Kiss. (2019) The influence of data on teachers' judgments of students' early reading and math skills. Psychology in the Schools 56:7, pages 1157-1172.
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Chunjie Zhu & Detlef Urhahne. (2018) The use of learner response systems in the classroom enhances teachers' judgment accuracy. Learning and Instruction 58, pages 255-262.
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Riitta Virinkoski, Marja-Kristiina Lerkkanen, Leena Holopainen, Kenneth Eklund & Mikko Aro. (2017) Teachers’ Ability to Identify Children at Early Risk for Reading Difficulties in Grade 1. Early Childhood Education Journal 46:5, pages 497-509.
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Dana L. Wagner, Melissa Coolong-Chaffin & Aaron R. Deris. (2017) Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions. Journal of Behavioral Education 26:4, pages 348-370.
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Matthew T. McBee, Scott J. Peters & Erin M. Miller. (2016) The Impact of the Nomination Stage on Gifted Program Identification. Gifted Child Quarterly 60:4, pages 258-278.
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Olga V. C. A. Andrade, Paulo E. Andrade & Simone A. Capellini. (2015) Collective screening tools for early identification of dyslexia. Frontiers in Psychology 5.
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Victoria Ingalls. (2014) Using teacher judgment for placement in college mathematics courses: An ethnographic case study at one Midwestern institution. Studies in Educational Evaluation 43, pages 244-250.
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Jonathan E. Titley, Rik Carl D’Amato & Kathrine M. Koehler-Hak. (2014) Utilizing Teacher Ratings of Student Literacy to Identify At-Risk Students: an Analysis of Data from the Early Childhood Longitudinal Study. Contemporary School Psychology 18:1, pages 59-68.
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Deborah K. Reed & Keith M. Sturges. (2012) An Examination of Assessment Fidelity in the Administration and Interpretation of Reading Tests. Remedial and Special Education 34:5, pages 259-268.
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Jennifer K. Gilbert, Donald L. Compton, Douglas Fuchs & Lynn S. Fuchs. (2012) Early Screening for Risk of Reading Disabilities. Assessment for Effective Intervention 38:1, pages 6-14.
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Deborah K. Reed, Sharon Vaughn & Yaacov Petscher. (2012) The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students. Learning Disability Quarterly 35:2, pages 76-89.
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Judith Hollenweger. (2011) Teachers’ ability to assess students for teaching and supporting learning. PROSPECTS 41:3, pages 445-457.
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Detlef Urhahne, Sheng-Han Chao, Maria Luise Florineth, Silke Luttenberger & Manuela Paechter. (2011) Academic self-concept, learning motivation, and test anxiety of the underestimated student. British Journal of Educational Psychology 81:1, pages 161-177.
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Anna Südkamp & Jens Möller. (2009) Referenzgruppeneffekte im Simulierten Klassenraum. Zeitschrift für Pädagogische Psychologie 23:34, pages 161-174.
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Suzanne Bamonto Graney. (2008) General education teacher judgments of their low‐performing students' short‐term reading progress. Psychology in the Schools 45:6, pages 537-549.
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Anna Südkamp, Jens Möller & Britta Pohlmann. (2008) Der Simulierte Klassenraum. Zeitschrift für Pädagogische Psychologie 22:34, pages 261-276.
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Britta Pohlmann & Jens Möller. (2007) Assimilations- und Kontrasteffekte bei der Bewertung von Texten. Zeitschrift für Pädagogische Psychologie 21:3/4, pages 297-303.
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