Please use this identifier to cite or link to this item: https://cris.library.msu.ac.zw//handle/11408/4229
Title: Teacher ratings and standardised test scores: how good for predicting achievement in students with learning support placement?
Authors: Maunganidze, Levison
Ruhode, Nancy
Shoniwa, Loice
Nyanhongo, Solomon
Kasayira, Joseph M.
Sodi, Tholene
Keywords: Teacher ratings
Standardized test scores
Measures of performance
Students with learning difficulties
Issue Date: 2008
Publisher: Routledge
Series/Report no.: Journal of Psychology in Africa;Vol. 18, No. 2: p. 255-258
Abstract: The 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.
URI: https://www.tandfonline.com/doi/abs/10.1080/14330237.2008.10820194
https://doi.org/10.1080/14330237.2008.10820194
http://hdl.handle.net/11408/4229
ISSN: 1433-0237
1815-5626
Appears in Collections:Research Papers

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