Temporal Stability of Teachers' Judgment Accuracy of Students' Motivation, Emotion, and Achievement

• In Event: Moscone Center West Roundtable Session 4
  In Roundtable Session: Division K Roundtable Session 3

Abstract

The study aims to investigate the temporal stability of teachers’ judgment accuracy of students’ motivation, emotion, and achievement. The correspondence between teacher judgments and student characteristics was measured twice within a four-week period. Nine classes with 326 sixth-graders and their mathematics teachers took part in the study. Teachers were found to assess student achievement with high accuracy, student motivation with moderate to high accuracy, and student emotion mostly with low accuracy. While students’ characteristics were highly time-stable, teachers made some adjustments in assessing students’ achievement, self-concept, expectancy of success, and test anxiety from first to second measurement. Teachers’ judgment accuracy as a whole, however, did not change significantly. The results underline the temporal stability of this professional competence.

Authors

• Chunjie Zhu, University of Passau

• Detlef Urhahne, University of Passau