In everyday school life, teachers need a wide range of judgment competencies to accurately assess student characteristics, learning and task requirements. The purpose of this literature review is to synthesize the methodological, empirical, theoretical, and practical knowledge from 40 years of research on the accuracy of teacher judgments. We define the accuracy of teacher judgments and differentiate the term from other related constructs. We explain the methodological approaches and summarize the main research findings on the accuracy of teacher judgments of student characteristics and task difficulties. Furthermore, we empirically demonstrate that teachers tend to overestimate student achievement on standardized tests. We discuss possible moderators of teachers’ judgment accuracy and show the effects on teaching and the learning of students. We present the main theoretical approaches that can explain the empirical findings and describe ways to improve teacher judgment accuracy. In the discussion, we address important implications for research and practice.

Diagnostic competence, Judgment accuracy, Teacher judgment
dx.doi.org/10.1016/j.edurev.2020.100374, hdl.handle.net/1765/132647
Educational Research Review
Erasmus University Rotterdam

Urhahne, D. (Detlef), & Wijnia, L. (2021). A review on the accuracy of teacher judgments. Educational Research Review (Vol. 32). doi:10.1016/j.edurev.2020.100374