Teacher Judgments of Students' Reading Abilities across a Continuum of Rating Methods and Achievement Measures.

摘要: Teacher judgments about students' academic abilities are important for instructional decision making and potential special education entitlement deci- sions. However, the small number of studies evaluating teachers' limited methodologically (e.g., sample size, procedural sophistication) have yet to answer questions related judgments. Thus, a primary goal present study was examine unanswered teacher what is relationship between performance on widely used reading measures) meaningfully improve upon earlier research involving large enough teachers sufficient statistical power). In doing so, perceptions were examined across five different measures ability, including direct such as Dynamic Indicators Basic Early Literacy Skills (DIBELS) state-mandated end-of-grade tests, indi- rect brief rating scale. Findings suggested that had considerable difficulty judging levels most DIBELS tests), better judges high-performing readers compared low- average-performing readers. Im- plications practice discussed.