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Examination of the Accuracy of Teacher Judgments of Academic and Behavioral Performance of Students with Emotional Behavioral Disorders

出版	Lehigh University, 2008
URL	http://books.google.com.hk/books?id=kxBzQwAACAAJ&hl=&source=gbs_api

註釋Teacher judgments of their students' academic performance play an important role in instructional decisions and in the problem solving process. The accuracy of these judgments, however, can be affected by many variables including student behavior. Given that students with EBD often have high levels of disruptive behaviors, the potentially moderating effect of student behavior on the accuracy of teacher judgment is especially important for this population. The purpose of this study was to examine the accuracy of teacher judgments of the academic skills and behavior performance of students with EBD and to assess the moderating effect of student behavior on teacher judgment. The results indicated that while relative agreement (i.e., correlations) between teacher judged and actual student scores was moderate to high for both reading and behavior, absolute agreement (i.e., absolute differences and mean comparison between predicted and actual scores) was low. Teacher judgments using direct measures, such as asking teachers to predict the actual score in reading or level of disruptive behavior students would obtain, also resulted in higher accuracy than indirect judgments, such as having the teacher judge through a rating scale the students' overall performance in reading or behavior. Teachers made slightly more accurate judgments of students' reading performance as compared to their problem behavior. The results failed to demonstrate the impact of student behavior on teacher judgments of their academic performance. Limitations of the current study and future directions are discussed.