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Riitta Virinkoski, Marja-Kristiina Lerkkanen, Kenneth Eklund & Mikko Aro. (2022) Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6. Scandinavian Journal of Educational Research 66:1, pages 59-72.
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Diego Ardura & Arturo Galán. (2019) The interplay of learning approaches and self-efficacy in secondary school students’ academic achievement in science. International Journal of Science Education 41:13, pages 1723-1743.
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Eve Kikas, Piret Soodla & Katrin Mägi. (2018) Teacher Judgments of Student Reading and Math Skills: Associations With Child- and Classroom-Related Factors. Scandinavian Journal of Educational Research 62:5, pages 783-797.
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Kyriakos Charalampous & Constantinos M. Kokkinos. (2018) The structure of pre-adolescents’ perceptions of their teacher’s interpersonal behaviours and their relation to pre-adolescents’ learning outcomes. Educational Studies 44:2, pages 167-189.
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Patricia Simone Hammes, Marc Bigras & Maria Aparecida Crepaldi. (2016) Validity and bias of academic achievement measures in the first year of elementary school. International Journal of Research & Method in Education 39:1, pages 3-18.
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Oscar Marcenaro-Gutierrez & Anna Vignoles. (2015) A comparison of teacher and test-based assessment for Spanish primary and secondary students. Educational Research 57:1, pages 1-21.
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Ryan J. Kettler, Stephen N. Elliott, James C. DiPerna, Daniel M. Bolt, Deitra Reiser & Leilani Resurreccion. (2014) Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement. Journal of Applied School Psychology 30:4, pages 338-354.
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Stefan Johansson, Rolf Strietholt, Monica Rosén & Eva Myrberg. (2014) Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?. School Effectiveness and School Improvement 25:3, pages 394-407.
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Max Strandberg. (2013) Homework – is there a connection with classroom assessment? A review from Sweden. Educational Research 55:4, pages 325-346.
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Susan
M. Brookhart. (2013) The use of teacher judgement for summative assessment in the USA. Assessment in Education: Principles, Policy & Practice 20:1, pages 69-90.
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Sandra Johnson. (2013) On the reliability of high-stakes teacher assessment. Research Papers in Education 28:1, pages 91-105.
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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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Articles from other publishers (45)
Shally Novita, Carina Schönmoser & Malgorzata Lipowska. (2023) Parent and teacher judgments about children's mathematics and reading competencies in primary school: Do parent judgments associate with children's educational outcomes?. Learning and Individual Differences 105, pages 102302.
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Mehmet Akif Güzel & Tahsin Oğuz Başokçu. (2023) Knowledge about others’ knowledge: how accurately do teachers estimate their students’ test scores?. Metacognition and Learning 18:1, pages 295-312.
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Fanny‐Alexandra Guimond, Mara Brendgen, Frank Vitaro, Ginette Dionne & Michel Boivin. (2022) Teachers' behaviour and children's academic achievement: Evidence of gene–environment interactions. British Journal of Educational Psychology 93:1, pages 167-182.
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Lucas Gortazar, David Martinez de Lafuente & Ainhoa Vega-Bayo. (2022) Comparing teacher and external assessments: Are boys, immigrants, and poorer students undergraded?. Teaching and Teacher Education 115, pages 103725.
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Michal Jabůrek, Hynek Cígler, Tamara Valešová & Šárka Portešová. (2022) What is the basis of teacher judgment of student cognitive abilities and academic achievement and what affects its accuracy?. Contemporary Educational Psychology 69, pages 102068.
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Kane Meissel, Esther S. Yao & Frauke Meyer. (2022) Teacher judgment (in)accuracy: Differential relations with student progress in writing. Contemporary Educational Psychology 69, pages 102067.
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Jerneja Bone. (2022) Mathematical Knowledge in a Generation of Pupils. European Journal of Science and Mathematics Education 10:2, pages 193-207.
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Andrea Westphal, Rebecca Lazarides & Miriam Vock. (2020) Are some students graded more appropriately than others? Student characteristics as moderators of the relationships between teacher‐assigned grades and test scores in mathematics. British Journal of Educational Psychology 91:3, pages 865-881.
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Camille Sanrey, Pascal Bressoux, Laurent Lima & Pascal Pansu. (2020) A new method for studying the halo effect in teachers' judgement and its antecedents: Bringing out the role of certainty. British Journal of Educational Psychology 91:2, pages 658-675.
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Ludivine Jamain, Anne-Laure de Place, Thérèse Bouffard & Pascal Pansu. (2021) Students’ self-evaluation bias of school competence and its link to teacher judgment in elementary school. Social Psychology of Education 24:3, pages 919-938.
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Daniel Gbormittah, Daniel Kofi Nkum & Japhet Kwesi Osiakwan. (2021) Perceived Use of Assessment by Beginning and Experienced SHS Mathematics Teachers in Two Districts in the Central Region of Ghana. International Journal for Innovation Education and Research 9:3, pages 140-156.
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Tlekshi Yessimgaliyeva, Aigul Ageleuova, Aigul Beisenbayeva, Kulaisha Zhansugurova & Ainur Zhorabekova. (2020) RETRACTED: Forming diagnostic competence of psychology teachers in a university setting. Thinking Skills and Creativity 38, pages 100708.
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Leanne R. Ketterlin-Geller, Yetunde Zannou, Anthony Sparks & Lindsey Perry. (2020) Empirical recovery of learning progressions through the lens of educators. The Journal of Mathematical Behavior 60, pages 100805.
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Iris Daruwala, Shani Bretas & Douglas D. Ready. (2020) When Logics Collide: Implementing Technology-Enabled Personalization in the Age of Accountability. Educational Researcher, pages 0013189X2096067.
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Rajesh Shah, Gavin Brown, Peter Keegan, Nataliia Burakevych, Jane E Harding & Christopher JD McKinlay. (2020) Teacher rating versus measured academic achievement: Implications for paediatric research. Journal of Paediatrics and Child Health 56:7, pages 1090-1096.
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Raphaël Pasquini. (2021) Et si la recherche collaborative participait au développement de pratiques évaluatives sommatives cohérentes ?. Mesure et évaluation en éducation 43:1, pages 33-66.
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Jürgen Baumert, Marko Neumann, Hanna Dumont, Michael Becker, Anna Bachsleitner, Kai Maaz & Olaf Köller. (2019) Platzierungsentscheidungen beim Übergang in die gymnasiale Oberstufe – Folgen der Umstellung auf Zweigliedrigkeit des Sekundarschulsystems in BerlinTeachers’ placement decisions regarding the transition to upper secondary education: Consequences of the switch to a two-track secondary system in Berlin. Zeitschrift für Erziehungswissenschaft 22:3, pages 721-763.
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Sanne Rathé, Joke Torbeyns, Bert De Smedt & Lieven Verschaffel. (2019) Spontaneous focusing on Arabic number symbols and its association with early mathematical competencies. Early Childhood Research Quarterly 48, pages 111-121.
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Heather C. Hill & Mark Chin. (2018) Connections Between Teachers’ Knowledge of Students, Instruction, and Achievement Outcomes. American Educational Research Journal 55:5, pages 1076-1112.
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Anna-Liisa Jõgi & Eve Kikas. (2016) Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour. British Journal of Educational Psychology 86:2, pages 165-181.
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Sook Ki Choi. (2016) Analysis on Korean Language Teacher’s Perception for Achievement
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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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