Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide Assessment

Similar Items

• Using First-Grade Teacher Ratings to Predict Third-Grade English Language Arts and Mathematics Achievement on a High-Stakes Statewide AssessmentDorinda J. GALLANTThe Ohio State University, Columbus, OH, USAReceived: 2 August 2012/ Revised: 25 December2012 / Accepted: 10 January 2013AbstractEarly childhood professional organizations support teachers as the best assessors of students’ academic, social, emotional, and physical development.This study investigates the predictive nature of teacher ratings of first-grade students’ performance on a standards-based curriculum-embedded performance assessment within the context of a state accountability system.The sample includes 4292 elementary school students cross-classified by 131 first-grade and 137third-grade schools attended.This study uses extant statewide assessment data for students located in a state in the southeastern part of the United States.Controlling for student and school demographic variables in cross-classified random effects multilevel models, first-grade teacher ratings—as reflected by domain scores on a performance assessment—are found to positively and significantly correlate with students’ third-grade academic achievement.Keywords:Teacher ratings, Predictive validity, Curriculum-embedded Performance assessmentIntroductionResearch on the use of teacher-based judgment measures (e.g., measures that use teacher ratings or rankings to assess students’ knowledge or skills in specific academic content areas) to assess students’ academic achievement in core academic areas (i.e., math, reading, science, or social studies) span over four decades.One of the most comprehensive scholarly reviews of the use of teacher-based judgment measures to assess student achievement was completed by Hoge and Coladarci (1989).The authors presented a thorough review of 16 empirical studies from 1962-1988.With these studies, they examined the association between concurrently administered direct and indirect teacher-based judgment measures in which Dorinda Gallant, The Ohio State University, Department of Educational Studies, Collegeof Education and Human Ecology, 211B Ramseyer Hall, 29 West Woodruff Avenue, Columbus, OH 43210, United States, telephone: 614-247-8860. E-mail: gallant.32@osu.edu
  by: Dorinda J. GALLANT
  Published: (2013-03-01)
• Predictive Validity of Reading and Mathematics Curriculum-Based Measures on Mathematics Performance at Third Grade
  by: O'Shea, Linda
  Published: (2014)
• A Comparison between the Fifth Grade Intensive English Language Curriculum and the Fifth Grade English Language Curriculum: Students’ Achievement in Speaking
  by: Suat Kaya*
  Published: (2019-10-01)
• The Relationship Between i-Ready Diagnostic and 10th Grade Students' High-Stakes Mathematics Test Scores Heath Andrew Thompson
  by: Thompson, Heath Andrew
  Published: (2018)
• The effects of a family mathematics workshop on the mathematics achievement of middle grades African American students
  by: Sadler, Ada M.
  Published: (1998)