Sanrey Camille, Bressoux Pascal, Lima Laurent, Pansu Pascal
Université Grenoble Alpes - LaRAC, Grenoble Cedex 9, France.
Br J Educ Psychol. 2021 Jun;91(2):658-675. doi: 10.1111/bjep.12385. Epub 2020 Nov 12.
In academic contexts, teachers' judgements are central to instruction and have many consequences for students' self-perceptions. Understanding the cognitive biases that may exist in teachers' judgements is thus of central importance.
This paper presents two studies in which we aimed to investigate the presence of a halo effect in teachers' judgements (Study 1 and Study 2) and to clarify the conditions for the emergence of this halo effect by analysing the influence of judgement certainty (Study 2). A major contribution of these studies was to provide a new measure of the halo effect in order to achieve these goals.
SAMPLE(S): In the first study, 25 teachers and their 199 students were asked to complete the measures, while the second study sample was composed of 20 teachers and their 180 students.
To analyse the presence of the halo effect in teachers' judgements in the two studies, scholastic achievement was measured using various standardized French language tests. Teachers were asked to indicate, for each of their students, whether they thought the student would answer correctly or incorrectly for each item on the standardized tests. In Study 2, to analyse the influence of judgement certainty, the teachers were asked to indicate after each item how certain they were about their response.
The results of both studies revealed the presence of a halo effect in teachers' judgements for each measure used (i.e., comparison of correlations, factorial analyses, and the new measure comparing variance scores), as the teachers' judgements were more homogeneous than the students' actual achievement levels. Furthermore, using the new measure, the second study revealed that high judgement certainty resulted in a stronger halo effect.
在学术环境中，教师的判断对于教学至关重要，并且对学生的自我认知有诸多影响。因此，了解教师判断中可能存在的认知偏差至关重要。
本文介绍了两项研究，旨在调查教师判断中光环效应的存在情况（研究1和研究2），并通过分析判断确定性的影响来阐明这种光环效应出现的条件（研究2）。这些研究的一个主要贡献是为实现这些目标提供了一种新的光环效应测量方法。
在第一项研究中，25名教师及其199名学生被要求完成测量，而第二项研究样本由20名教师及其180名学生组成。
为了分析两项研究中教师判断中光环效应的存在情况，使用各种标准化法语测试来衡量学业成绩。要求教师针对其每位学生指出，他们认为该学生在标准化测试的每个项目上会回答正确还是错误。在研究2中，为了分析判断确定性的影响，要求教师在每个项目后指出他们对自己回答的确定程度。
两项研究的结果均表明，在教师对所使用的每种测量方法的判断中都存在光环效应（即相关性比较、因子分析以及比较方差分数的新测量方法），因为教师的判断比学生的实际成绩水平更具同质性。此外，使用新测量方法的第二项研究表明，高判断确定性会导致更强的光环效应。
