Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report
Article first published online: 10 FEB 2006
Copyright © 2006 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 43, Issue 3, pages 247–265, March 2006
How to Cite
Eckert, T. L., Dunn, E. K., Codding, R. S., Begeny, J. C. and Kleinmann, A. E. (2006), Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report. Psychol. Schs., 43: 247–265. doi: 10.1002/pits.20147
- Issue published online: 10 FEB 2006
- Article first published online: 10 FEB 2006
Teacher judgments have been identified as a primary source of information regarding student academic achievement. Research examining the accuracy of teachers' judgments in assessing students' academic abilities has shown relatively high accuracy. However, previous studies have relied primarily on norm-referenced measures to obtain estimates of students' achievement in reading and mathematics. Recent developments in the assessment of students' academic skills, such as Curriculum-Based Measurement (CBM), provide a direct estimate of students' skill levels in basic areas such as reading and mathematics. The purpose of the present study was to examine the extent to which teachers' perceptions of students' reading and mathematics skills corresponded to direct estimates of students' reading and mathematics skills. Two second-grade teachers estimated the reading and mathematics skills of 33 second-grade students. Results of this study indicated that teachers were not accurate in assessing their students' mathematics functioning. Teachers were more accurate in assessing the occurrence of Mastery mathematics levels in basic addition, but were very inaccurate in assessing the occurrence of Mastery, Instructional, or Frustrational mathematics levels in all other skills assessed. In reading, teachers' judgment accuracy varied as a function of grade-level material and instructional level. Specifically, teachers experienced considerable difficulty accurately identifying students who were reading at a Mastery level in grade-level or above-grade-level material. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 247–265, 2006.