Department of Education, University of Potsdam, Germany.
Br J Educ Psychol. 2021 Sep;91(3):865-881. doi: 10.1111/bjep.12397. Epub 2020 Dec 17.
Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests).
We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics.
This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development.
We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age.
The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (β = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores.
Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.
本研究以现实准确性模型为基础，探讨教师对某些学生的评估是否比其他学生更容易。因此，我们认为学生的某些个体特征，如外向性、学业自我效能感和尽责性，可能会指导教师对学生成绩的评估，从而做出更恰当的判断，并使分配的成绩与学生的实际成绩水平（如使用标准化测试衡量）更一致。
我们检验外向性、学业自我效能感和尽责性是否调节了教师分配的成绩与学生数学标准化测试成绩之间的关系。
本研究使用了德国一个具有代表性的样本，共有 N = 5919 名七年级学生（48.8%为女生；平均年龄：M = 12.5，SD = 0.62）参与了一项全国性的、大规模的评估，重点关注学生的学业发展。
我们指定了结构方程模型，以检验教师分配的成绩与学生数学标准化测试成绩、大五人格特质和学业自我效能感之间的相互关系，同时控制了学生的社会经济地位、性别和年龄。
教师分配的成绩与数学标准化测试成绩之间的相关系数为 r =.40。当学生报告更高的尽责性时，教师分配的成绩与标准化测试成绩的相关性更强（β =.05，p =.002）。学生的外向性和学业自我效能感并没有调节教师分配的成绩与标准化测试成绩之间的关系。
我们的研究结果表明，学生的尽责性是一个人格特质，当涉及到数学教师如何使他们的成绩与标准化测试成绩更一致时，它似乎是一个重要的因素。
