Gender Differences in Teachers' Predictions of Student Achievement

• In Event: 18.041 - Classroom Assessment: Issues in Grading

Abstract

The relationship between the performance grades teachers anticipate giving students, their predictions of students’ performance on curriculum-related end-of-grade (EOG) or end-of-course (EOC) achievement tests, and students actual performance on those tests, has not previously been investigated.
Three years of data for students in grades 3-12 were examined. Correlations between pairs of achievement measures (e.g., performance grades and expected achievement levels) revealed gender differences in teachers’ underestimation of discrepancies between the performance grades they assigned to students and those students’ actual standardized assessment scores.
Males performed better on the tests than teachers expected while females performed poorer; as consequence, males anticipated performance grades were lower than teachers’ predictions of students’ test scores, and students’ actual scores on those tests, would justify.

Authors

• Jed Cockrell, Yadkin County Schools

• George H. Olson, Appalachian State University