A Meta-Analysis of Teachers' Judgment Accuracy on Their Students' Cognitive Abilities

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Abstract

This paper presents a meta-analysis of the accuracy of teachers' judgments of students' cognitive abilities. The integration of 106 effect sizes from 33 studies with a meta-analytical multilevel approach led to a mean judgment accuracy of cognitive abilities of r = 0.43. Moderation analyses revealed moderate to large effects for intelligence: r = 0.50, other cognitive abilities: r = 0.42, giftedness: r = 0.36, and creativity: r = 0.34. Lower judgment accuracy was shown for preselected student samples and for judgments without eligible frames of reference. We discuss an academic achievement bias as selected studies revealed higher correlations between judgments of intelligence and academic achievement measures (r = 0.61) than between judgments of intelligence and measures of intelligence.

Authors

• Nils Machts, University of Kiel

• Johanna Kaiser, University of Kiel

• Fabian T. C. Schmidt, Leibniz Institute

• Jens Möller, University of Kiel