Teacher judgment of reading performance

Alison Madelaine; Kevin Wheldall

doi:10.4324/9780203874677-21

Teacher judgment of reading performance

Alison Madelaine^*, Kevin Wheldall

^*Corresponding author for this work

Macquarie University Special Education Centre (MUSEC)

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2 Citations (Scopus)

Abstract

Teacher Judgment (TJ) is one of the most common ways of estimating academic achievement (Eaves et al. 1994). It can assist both in instructional decision making (Coladarci 1992; Hoge 1983; Hoge and Coladarci 1989) and in the identification of students at risk of academic failure (Gresham et al. 1987; Kenny and Chekaluk 1993; Patton 1976; Sharpley and Edgar 1986; Shinn et al. 1987). Other researchers view TJ with considerably more scepticism, however (Coladarci 1992; Shinn et al. 1987).

Original language	English
Title of host publication	Developments in educational psychology
Editors	Kevin Wheldall
Place of Publication	Abingdon, UK; New York
Publisher	Taylor & Francis
Pages	196-216
Number of pages	21
Edition	2nd
ISBN (Electronic)	9780203874677, 9781135285272
ISBN (Print)	9780415469982
DOIs	https://doi.org/10.4324/9780203874677-21
Publication status	Published - 1 Jan 2009

Bibliographical note

Print version of 2nd edition published 2009 by Routledge. Ebook version of 2nd edition published 2013 by Taylor and Francis

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10.4324/9780203874677-21

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Teacher judgment of reading performance

Abstract

Bibliographical note

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Classroom seating arrangements and classroom behaviour

Developments in educational psychology

Preface

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