Teacher expectations and specific judgements: The effect of two non‐cognitive variables on teachers’ predictions of scores in four standardised attainment tests

Abstract

This study involved the use of a new technique to examine the effects of teacher expectations, and represents a continuation of work already done in this field by Doherty & Conolly (1985) and Doherty & Hier (1988). Teachers of four first‐year mixed‐ability classes in a primary school made themselves familiar with four separate tests from the Richmond Tests of Basic Skills: Reading Comprehension, Understanding of Mathematical Concepts, Mathematical Problem Solving, and Spelling. The teachers predicted the scores that their pupils would receive in the four tests. The children then took the tests, their scores representing academic competence in each area. In addition, the teachers rated every child in their classrooms on neatness in school work. The effect of gender and perceived neatness in school work on the teacher's scholastic predictions was measured accurately by partialling out the influence of academic competence, using analysis of co‐variance. It was found that those pupils who were perceived by their teachers as being neater in school work received substantially higher predicted scores in Reading Comprehension, Understanding of Mathematic Concepts, and spelling, even when academic competence in these areas was held constant.