This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Web of Science (12) Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Meisels, S. J Articles by Atkins-Burnett, S. Search for Related Content Social Bookmarking                         What's this?

Trusting Teachers’ Judgments: A Validity Study of a Curriculum-Embedded Performance Assessment in Kindergarten to Grade 3

University of Michigan

Donna DiPrima Bickel

University of Pittsburgh

Julie Nicholson

University of Michigan

Yange Xue

University of Michigan

Sally Atkins-Burnett

University of Michigan

Teacher judgments of student learning are a key element in performance assessment. This study examines aspects of the validity of teacher judgments that are based on the Work Sampling System (WSS), a curriculum-embedded, performance assessment for preschool (age 3) to Grade 5. The purpose of the study is to determine if teacher judgments about student learning in kindergarten to third grade are trustworthy if they are informed by a curriculum-embedded performance assessment. A cross-sectional sample composed of 345 K-3 students enrolled in 17 classrooms in an urban school system was studied. Analyses included correlations between WSS and an individually administered psychoeducational battery, four-step hierarchical regressions to examine the variance in students’ spring outcome scores, and receiver-operating-characteristics (ROC) curves to compare the accuracy of WSS in categorizing students in terms of the outcome. Results demonstrate that WSS correlates well with a standardized, individually administered psychoeducational battery; that it is a reliable predictor of achievement ratings in K-3; and that the data obtained from WSS have significant utility for discriminating accurately between children who are at risk (e.g., Title I) and those who are not at risk. Further discussion concerns the role of teacher judgment in assessing student learning and achievement.

American Educational Research Journal, Vol. 38, No. 1, 73-95 (2001)
DOI: 10.3102/00028312038001073


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. L. Pierce, G. Summer, and M. O'deKirk The Bridge: An Authentic Literacy Assessment Strategy for Individualizing and Informing Practice With Young Children With Disabilities Young Exceptional Children, June 1, 2009; 12(3): 2 - 14. [Abstract] [PDF]

				Huijun Li, S. I. Pfeiffer, Y. Petscher, A. T. Kumtepe, and Guofang Mo Validation of the Gifted Rating Scales-School Form in China Gifted Child Quarterly, April 1, 2008; 52(2): 160 - 169. [Abstract] [PDF]

				D. J. Gallant and J. L. Moore III Assessing Ethnicity: Equity for First-Grade Male Students on a Curriculum-Embedded Performance Assessment Urban Education, March 1, 2008; 43(2): 172 - 188. [Abstract] [PDF]

				L. Llosa Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach Language Testing, October 1, 2007; 24(4): 489 - 515. [Abstract] [PDF]

				S. J. Bagnato The Authentic Alternative for Assessment in Early Intervention: An Emerging Evidence-Based Practice Journal of Early Intervention, October 1, 2005; 28(1): 17 - 22. [Abstract] [PDF]

				Y. Xue and S. J. Meisels Early Literacy Instruction and Learning in Kindergarten: Evidence From the Early Childhood Longitudinal Study--Kindergarten Class of 1998-1999 American Educational Research Journal, January 1, 2004; 41(1): 191 - 229. [Abstract] [PDF]