Discrepancies Among Student, Parent, and Teacher Ratings of the Severity of a Student’s Problems

1979 ◽  
Vol 16 (1) ◽  
pp. 38-41 ◽  
Author(s):  
Howard Adelman ◽  
Linda Taylor ◽  
Williamson Fuller ◽  
Perry Nelson
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
School Achievement ◽  
Teacher Ratings ◽  
Standardized Test Scores ◽  
School Problems ◽  
And Behavior ◽  
Student Reports ◽  
Attitudes And Behavior ◽  
Parent And Teacher Ratings

Students from 6 to 18 years of age who had been referred for clinical assistance for school problems responded to questions related to their school performances, attitudes, and behavior. Their parents and teachers responded to comparable questions. The findings indicate that the student reports were consistently more positive than those of their parents, and the parents were consistently more positive than the students’ teachers. The students also viewed their school achievement more favorably than was indicated by their standardized test scores and school grades. These discrepancies have both theoretical and practical heuristic implications.

Do Teacher Ratings and Standardized Test Results of Students Yield the Same Information?

1980 ◽  
Vol 17 (3) ◽  
pp. 303-307 ◽  
Author(s):  
Joseph J. Pedulla ◽  
Peter W. Airasian ◽  
George F. Madaus
Keyword(s):  
Factor Analysis ◽  
Test Scores ◽  
Standardized Test ◽  
Teacher Ratings ◽  
Standardized Test Scores ◽  
Classroom Behaviors ◽  
Test Results ◽  
The Third ◽  
The Social ◽  
Standardized Test Results

Teachers in Ireland (n = 170) rated students (n = 2,617) on IQ, mathematics, and English, as well as on 12 social and academic classroom behaviors. Factor analysis of IQ, mathematics, and English standardized test scores, together with the 15 teacher ratings, showed that there is overlap between ratings and test results but that the information obtained is not redundant. Three factors were identified: one was comprised primarily of the social behaviors; a second was comprised of the academic classroom behaviors and teacher ratings on IQ, mathematics, and English; and the third was comprised of the test scores in IQ, mathematics, and English together with the corresponding teacher ratings.

scholarly journals Combining Outcome-Based and Preference-Based Matching: A Constrained Priority Mechanism

2021 ◽  
pp. 1-24
Author(s):  
Avidit Acharya ◽  
Kirk Bansak ◽  
Jens Hainmueller
Keyword(s):  
Machine Learning ◽  
Host Country ◽  
Real World ◽  
Test Scores ◽  
Standardized Test ◽  
Market Design ◽  
Standardized Test Scores ◽  
Real World Data ◽  
Refugee Families ◽  
Strategy Proof

Abstract We introduce a constrained priority mechanism that combines outcome-based matching from machine learning with preference-based allocation schemes common in market design. Using real-world data, we illustrate how our mechanism could be applied to the assignment of refugee families to host country locations, and kindergarteners to schools. Our mechanism allows a planner to first specify a threshold $\bar g$ for the minimum acceptable average outcome score that should be achieved by the assignment. In the refugee matching context, this score corresponds to the probability of employment, whereas in the student assignment context, it corresponds to standardized test scores. The mechanism is a priority mechanism that considers both outcomes and preferences by assigning agents (refugee families and students) based on their preferences, but subject to meeting the planner’s specified threshold. The mechanism is both strategy-proof and constrained efficient in that it always generates a matching that is not Pareto dominated by any other matching that respects the planner’s threshold.

Predicting academic success for students of color within STEM majors

2016 ◽  
Vol 10 (2) ◽  
pp. 124-134 ◽  
Author(s):  
John Gipson
Keyword(s):  
High School ◽  
Students Of Color ◽  
Test Scores ◽  
College Success ◽  
Standardized Test ◽  
Cumulative Effect ◽  
Standardized Test Scores ◽  
Content Type ◽  
College Gpa ◽  
High School Gpa

Purpose The aim of this study is to determine what pre-college characteristics predict college success for students of color enrolled within science, technology, engineering and mathematics programs, as measured by cumulative grade point average (GPA) after three years of initial enrollment. Design/methodology/approach To increase the generalizability by avoiding a single-year focus, the sample includes 954 first-year students entering one predominantly White research university during Fall 2010, Fall 2011 and Fall 2012 (Allen and Bir, 2011); GPAs were collected following three years of initial enrollment. IBM statistical package for the social sciences (SPSS) Statistics 22 was utilized to conduct correlation and multiple linear regression analyses. Findings Within all conditional models, after controlling for multiple variables, the number of advanced placement (AP) credits, standardized test scores and specific type of high school GPA were significantly related to cumulative college GPA after three years of enrollment. However, when multiple forms of high school GPA were included within a full model, only the number of AP credits and standardized test scores remained statistically related to cumulative college GPA. Further, high school core GPA is more strongly correlated with cumulative college GPA after three years of enrollment than overall high school GPA, high school science GPA and high school mathematics GPA. Originality/value This study adds to prior research by identifying that high school core GPA is an important predictor of college success and that the cumulative effect of enrollment within AP credits may be more beneficial than the cumulative effect of involvement within dual enrollment courses.

Turning Standardized Test Scores into a Tool for Improving Teaching and Learning

2000 ◽  
Vol 35 (3) ◽  
pp. 356-384 ◽  
Author(s):  
Jie-Qi Chen ◽  
Renee Salahuddin ◽  
Patricia Horsch ◽  
Suzanne L. Wagner
Keyword(s):  
Test Scores ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Improving Teaching And Learning

Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance

2020 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Apler J. Bansiong ◽  
Janet Lynn M. Balagtey
Keyword(s):  
High School ◽  
Teacher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
Degree Programs ◽  
Licensure Examination ◽  
Grade Point ◽  
Admission Variables

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.

Association of Maternal Antidepressant Prescription During Pregnancy With Standardized Test Scores of Danish School-aged Children

JAMA ◽  
2021 ◽  
Vol 326 (17) ◽  
pp. 1725
Author(s):  
Jakob Christensen ◽  
Betina B. Trabjerg ◽  
Yuelian Sun ◽  
Julie Werenberg Dreier
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
School Aged Children ◽  
Antidepressant Prescription ◽  
Danish School
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