![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
The No Child Left Behind Act requires that 95% of students in all public elementary and secondary schools are assessed in mathematics. Unfortunately, direct assessments of young students can be timely, costly, and challenging to administer. Therefore, policy makers have looked to indirect forms of assessment, such as teachers’ ratings of student skills, as a substitute. However, prekindergarten teachers’ ratings of students’ mathematical knowledge and skills are only correlated with direct assessments at the .50 level. Little is known about factors that influence accuracy in teacher ratings. In this study, we examine the influence of student and teacher characteristics on prekindergarten teachers’ ratings of students’ mathematical skills, controlling for direct assessment of these skills. Results indicate that students’ race/ethnicity and social competency, as well as teachers’ self-efficacy, are significantly related to prekindergarten teachers’ ratings of students’ mathematical skills.
Keywords teachers, prekindergarten, validity, mathematics
References
Section:
|
Anderson, R. N., Greene, M. L., Loewen, P. S. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34, 148-165. Google Scholar | ISI | |
|
Ashton, P. T., Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman. Google Scholar | |
|
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. doi:10.1037/0033-295X.84.2.191 Google Scholar | Crossref | Medline | ISI | |
|
Begeny, J. C., Buchanan, H. (2010). Teachers’ judgments of students’ early literacy skills measured by the Early Literacy Skills Assessment: Comparisons of teachers with and without assessment administration experience. Psychology in the Schools, 47, 859-868. doi:10.1002/pits.20509 Google Scholar | Crossref | ISI | |
|
Bowman, B., Donovan, M. S., Burns, M. S. (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press. Google Scholar | |
|
Braun, C. (1976). Teacher expectation: Sociopsychological dynamics. Review of Educational Research, 46, 185-213. doi:10.3102/00346543046002185 Google Scholar | SAGE Journals | ISI | |
|
Cabell, S. Q., Justice, L. M., Zucker, T. A., Kilday, C. R. (2009). Validity of teacher report for assessing the emergent literacy skills of at-risk preschoolers. Language, Speech, and Hearing Services in Schools, 40, 161-173. Google Scholar | Crossref | Medline | ISI | |
|
Clements, D. H., Sarama, J. H., Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: The Research-Based Early Maths Assessment. Educational Psychology, 28, 457-482. doi:10.1080/01443410701777272 Google Scholar | Crossref | ISI | |
|
Clements, D. H., Sarama, J., Wolfe, C. (2011). TEAM—Tools for Early Assessment in Mathematics. Columbus, OH: McGraw-Hill Education. Google Scholar | |
|
Daily, S., Burkhauser, M., Halle, T. (2010). A review of school readiness practices in the states: Early learning guidelines and assessments. Early Childhood Highlights, 1(3). Retrieved from http://www.childtrends.org/wp-content/uploads/2013/05/2010-14-SchoolReadinessStates.pdf Google Scholar | |
|
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., . . . Brooks-Gunn, J. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. Google Scholar | Crossref | Medline | ISI | |
|
Enders, C. K., Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430-457. Google Scholar | Crossref | ISI | |
|
Ferguson, R. F. (2003). Teachers’ perceptions and expectations and the Black-White test score gap. Urban Education, 38, 460-507. doi:10.1177/0042085903038004006 Google Scholar | SAGE Journals | ISI | |
|
Fives, H., Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In Harris, K. R., Graham, S., Urdan, T., Graham, S., Royer, J. M., Zeidner, M. (Eds.), APA educational psychology handbook, Vol. 2: Individual differences and cultural and contextual factors (pp. 471-499). Washington, DC: American Psychological Association. Retrieved from http://content.apa.org/books/13274-019 Google Scholar | |
|
Ginsburg, H. P., Baroody, A. J. (2003). TEMA-3 examiners manual (3rd ed.). Austin, TX: Pro-Ed. Google Scholar | |
|
Hightower, A. D., Work, W. C., Cowen, E. L., Lotyczewski, B., Spinell, A., Guare, J., Rohrbeck, C. (1986). The Teacher-Child Rating Scale: A brief objective measure of elementary children’s school problem behaviors and competencies. School Psychology Review, 15, 393-409. Google Scholar | ISI | |
|
Hinnant, J. B., O’Brien, M., Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in the early school years. Journal of Educational Psychology, 101, 662-670. doi:10.1037/a0014306 Google Scholar | Crossref | Medline | ISI | |
|
Hoy, W. K., Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93, 355-372. Google Scholar | Crossref | ISI | |
|
Kilday, C. R., Kinzie, M. B., Mashburn, A. J., Whittaker, J. V. (2012). Accuracy of teacher judgments of preschoolers’ math skills. Journal of Psychoeducational Assessment, 30, 148-159. doi:10.1177/0734282911412722 Google Scholar | SAGE Journals | ISI | |
|
Kim, D.-H., Lambert, R. G., Burts, D. C. (2013). Evidence of the validity of teaching strategies GOLD® assessment tool for English language learners and children with disabilities. Early Education and Development, 24, 574-595. doi:10.1080/10409289.2012.701500 Google Scholar | Crossref | ISI | |
|
Kinzie, M. B., Whittaker, J. V., Williford, A. P., DeCoster, J., McGuire, P., Lee, Y., Kilday, C. R. (2014). MyTeachingPartner-Math/Science Pre-Kindergarten curricula and teacher supports: Associations with children’s mathematics and science learning. Early Childhood Research Quarterly, 29, 586-599. doi:10.1016/j.ecresq.2014.06.007 Google Scholar | Crossref | ISI | |
|
La Paro, K. M., Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443-484. Google Scholar | SAGE Journals | ISI | |
|
Le Floch, K. C., Martinez, F., O’Day, J., Stecher, B., Taylor, J., Cook, A. (2007). State and local implementation of the “No Child Left Behind Act.” Volume III—Accountability under NCLB: Interim report. Washington, DC: U.S. Department of Education. Google Scholar | |
|
Lubienski, S. T. (2008). On “gap gazing” in mathematics education: The need for gaps analyses. Journal for Research in Mathematics Education, 39, 350-356. Google Scholar | ISI | |
|
Martin, S. D., Shapiro, E. S. (2011). Examining the accuracy of teachers’ judgments of DIBELS performance. Psychology in the Schools, 48, 343-356. doi:10.1002/pits.20558 Google Scholar | Crossref | ISI | |
|
Martínez, J. F., Stecher, B., Borko, H. (2009). Classroom assessment practices, teacher judgments, and student achievement in mathematics: Evidence from the ECLS. Educational Assessment, 14, 78-102. doi:10.1080/10627190903039429 Google Scholar | Crossref | |
|
Mashburn, A. J., Henry, G. T. (2004). Assessing school readiness: Validity and bias in preschool and kindergarten teachers’ ratings. Educational Measurement: Issues and Practice, 23(4), 16-30. Google Scholar | Crossref | |
|
National Center for Education Statistics (NCES) . (2013). The Condition of Education 2013 (NCES 2013-037). Washington, DC: U.S. Department of Education, National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch Google Scholar | |
|
NCLB ESEA Flexibility . (2015, February 25). [Letters (Correspondence)]. Retrieved from http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html Google Scholar | |
|
Ready, D. D., Wright, D. L. (2011). Accuracy and inaccuracy in teachers’ perceptions of young children’s cognitive abilities: The role of child background and classroom context. American Educational Research Journal, 48, 335-360. doi:10.3102/0002831210374874 Google Scholar | SAGE Journals | ISI | |
|
Rock, D. A., Pollack, J. M. (2002). Early Childhood Longitudinal Study-Kindergarten class of 1998-99 (ECLS-K): Psychometric report for kindergarten through first grade (Working Paper Series). Retrieved from http://nces.ed.gov/pubs2002/200205.pdf Google Scholar | |
|
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education/Revue Canadienne de L’éducation, 17, 51-65. Google Scholar | Crossref | |
|
Sabol, T. J., Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213-231. doi:10.1080/14616734.2012.672262 Google Scholar | Crossref | Medline | ISI | |
|
Spearman, C. (1904). “General intelligence,” objectively determined and measured. The American Journal of Psychology, 15(2), 201-292. doi:10.2307/1412107 Google Scholar | |
|
Spies, R. A., Plake, B. S., Murphy, L. L. (2005). The sixteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements. Google Scholar | |
|
Südkamp, A., Kaiser, J., Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: A meta-analysis. Journal of Educational Psychology, 104, 743-762. doi:10.1037/a0027627 Google Scholar | Crossref | ISI | |
|
Trickett, P. K., McBride-Chang, C., Putnam, F. W. (1994). The classroom performance and behavior of sexually abused females. Development and Psychopathology, 6, 183-194. doi:10.1017/S0954579400005940 Google Scholar | Crossref | ISI | |
|
Tschannen-Moran, M., Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. Google Scholar | Crossref | ISI | |
|
Vacc, N. A., Ritter, S. H. (1995). Assessment of preschool children. ERIC Digest. Retrieved from http://files.eric.ed.gov/fulltext/ED389964.pdf Google Scholar | |
|
Williford, A. P., Downer, J. T., Hamre, B., Pianta, R. C. (n.d.). The Virginia Kindergarten Readiness Project: Executive summary & legislative report: Fall 2014, Phase II. Richmond, VA: Elevate Early Education. Retrieved from http://curry.virginia.edu/uploads/resourceLibrary/VKRP_Executive_Summary_and_Legislative_Report_2015_01_21_updated_%281%29.pdf (accessed 20 March 2015). Google Scholar | |
|
Whittaker, J. V., Kinzie, M. B., Williford, A., DeCoster, J. (2016). Effects of MyTeachingPartner–Math/Science on teacher–child interactions in prekindergarten classrooms. Early Education and Development, 27(1), 110-127. doi:10.1080/10409289.2015.1047711 Google Scholar | |
|
Xiang, Z., Schweinhart, L. J. (2002). Effects five years later: The Michigan School Readiness Program evaluation through age 10. HighScope Educational Research Foundation. Retrieved from https://test.coradvantage.org/file/Research/Effects%205%20Years%20Later.pdf Google Scholar |
