| Abstract: | The relationship between teachers' judgments of students' academic achievement and students' performances on an achievement test was investigated. The study included 12 teachers and 47 1st–4th graders students randomly selected from Wisconsin public schools. Teachers filled out the Academic Competence Scale from the Social Skills Rating System—Teacher version and 1 questionnaire for each student, which required teachers to predict how students would do on each item of the Kaufman Test of Educational Achievement, Brief form (K-TEA). Students were then administered the K-TEA by a qualified examiner. Teachers' judgments of students' academic achievement on the Academic Competence Scale were correlated moderately highly with students' actual K-TEA scores. Furthermore, mean percent agreement between teachers' item predictions and students' actual performances on the K-TEA was moderately high. Lastly, there was partial support for the prediction that teachers were better predictors of higher achieving than lower achieving students. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
