TY  - JOUR
A1  - Rjosk, Camilla
A1  - McElvany, Nele
A1  - Anders, Yvonne
A1  - Becker, Michael
T1  - Teachers' diagnostic skills in estimating students' basic reading capacities
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background.
 The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs.
 The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.
KW  - Diagnostic skills
KW  - diagnostic competence
KW  - teacher judgement accuracy
KW  - basic reading capacities
KW  - language background
Y1  - 2011
U6  - https://doi.org/10.2378/peu2011.art04d
SN  - 0342-183X
VL  - 58
IS  - 2
SP  - 92
EP  - 105
PB  - Reinhardt
CY  - München
ER  - 
TY  - JOUR
A1  - Leucht, Michael
A1  - Tiffin-Richards, Simon
A1  - Vock, Miriam
A1  - Pant, Hans Anand
A1  - Koeller, Olaf
T1  - English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference
JF  - Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie
N2  - The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.
KW  - diagnostic competence
KW  - English as a foreign language
KW  - multilevel analysis
KW  - Common European Framework of Reference for Languages (CEFR)
Y1  - 2012
U6  - https://doi.org/10.1026/0049-8637/a000071
SN  - 0049-8637
VL  - 44
IS  - 4
SP  - 163
EP  - 177
PB  - Hogrefe
CY  - Göttingen
ER  -