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Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/4229
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dc.contributor.authorMaunganidze, Levison-
dc.contributor.authorRuhode, Nancy-
dc.contributor.authorShoniwa, Loice-
dc.contributor.authorNyanhongo, Solomon-
dc.contributor.authorKasayira, Joseph M.-
dc.contributor.authorSodi, Tholene-
dc.date.accessioned2021-05-21T11:26:17Z-
dc.date.available2021-05-21T11:26:17Z-
dc.date.issued2008-
dc.identifier.issn1433-0237-
dc.identifier.issn1815-5626-
dc.identifier.urihttps://www.tandfonline.com/doi/abs/10.1080/14330237.2008.10820194-
dc.identifier.urihttps://doi.org/10.1080/14330237.2008.10820194-
dc.identifier.urihttp://hdl.handle.net/11408/4229-
dc.description.abstractThe study analysed the relationships between teacher ratings and standardised test scores in Reading and Mathematics for students receiving learning support for learning difficulties (n = 60, mean age= 16.3). Teacher ratings were found to significantly predict pupils' performance in Reading. Students with extended learning support had significantly higher teacher attainment ratings in both Reading and Mathematics. Teacher judgment ratings combined with standardized test scores were reliable for assessing instructional effectiveness. Standardised tests were more reliable than teacher ratings in assessing academic attainment.en_US
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesJournal of Psychology in Africa;Vol. 18, No. 2: p. 255-258-
dc.subjectTeacher ratingsen_US
dc.subjectStandardized test scoresen_US
dc.subjectMeasures of performanceen_US
dc.subjectStudents with learning difficultiesen_US
dc.titleTeacher ratings and standardised test scores: how good for predicting achievement in students with learning support placement?en_US
dc.typeArticleen_US
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.grantfulltextopen-
item.languageiso639-1en-
item.fulltextWith Fulltext-
item.cerifentitytypePublications-
item.openairetypeArticle-
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