Equally assessed? Influence of home background and gender on teacher assessment of student reading proficiency in relation to level of achievement in PIRLS 2001

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Fältnamn	Indikatorer	Metadata
000		03278naa a2200277 4500
001		oai:gup.ub.gu.se/87672
003		SwePub
008		240528s2008 \| \|\|\|\|\|\|\|\|\|\|\|000 \|\|eng\|
024	7	a https://gup.ub.gu.se/publication/876722 URI
040		a (SwePub)gu
041		a eng
042		9 SwePub
072	7	a vet2 swepub-contenttype
072	7	a kon2 swepub-publicationtype
100	1	a Johansson, Stefan,d 1980u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle,Department of Education, Unit for Individual, Culture and Society4 aut0 (Swepub:gu)xjoste
245	1 0	a Equally assessed? Influence of home background and gender on teacher assessment of student reading proficiency in relation to level of achievement in PIRLS 2001
264	1	c 2008
520		a Abstract It is well known that gender and social background play an important role for a students’ performance in school. Previous research has suggested that girls outperform boys in reading and writing and that students from higher SES perform better than students from families with lower SES, which often implies lower economic and cultural capital. Thus, the outcome is strongly correlated with gender and home background, but what about the teacher assessment? The aim of this paper is to investigate the teacher ratings of students’ literacy skills in relation to the PIRLS 2001 test scores. One purpose is to determine if the teachers’ ratings follow student development and especially study the ratings in relation to gender and home background. As a natural extension of the PIRLS 2001 study, Swedish teachers rated students on 18 different statements about students’ literacy skills on a scale ranging from 1-10. This enables an investigation of the relationship between teacher ratings and student achievement in reading literacy. The analysis was conducted in three steps. First, a two-level model was fitted to the data and the variance of the teacher ratings were studied by means of a latent model of the teacher ratings. Second, students’ achievements on the PIRLS test were used to examine the variation in teachers’ ratings, both within and between classes. Third, students’ gender and home background were introduced to investigate differences in teachers rating practices. Results show that the variance among the teacher ratings was high both within class and between classes, but that a substantial part of the variance was accounted for by student achievement.
650	7	a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Pedagogik0 (SwePub)503012 hsv//swe
650	7	a SOCIAL SCIENCESx Educational Sciencesx Pedagogy0 (SwePub)503012 hsv//eng
653		a Teacher assessment
653		a large-scale studies
700	1	a Rosén, Monica,d 1962u Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle,Department of Education, Unit for Individual, Culture and Society4 aut0 (Swepub:gu)xrosem
710	2	a Göteborgs universitetb Institutionen för pedagogik och didaktik, enheten för Individ, kultur och samhälle4 org
773	0	t ECER Pre-conference 8-10 september 2008
856	4 8	u https://gup.ub.gu.se/publication/87672

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