PMID- 34733200
OWN - NLM
STAT- PubMed-not-MEDLINE
LR  - 20211105
IS  - 1664-1078 (Print)
IS  - 1664-1078 (Electronic)
IS  - 1664-1078 (Linking)
VI  - 12
DP  - 2021
TI  - Absolute and Relative Judgment Accuracy: Early Childhood Teachers' Competence to 
      Evaluate Children's Mathematical Skills.
PG  - 701730
LID - 10.3389/fpsyg.2021.701730 [doi]
LID - 701730
AB  - This study examined absolute and relative judgment accuracies of German early 
      childhood (EC) teachers with respect to the mathematical skills of the children 
      under their supervision. The two types of judgment accuracies are crucial 
      prerequisites for pacing activities in EC education and offering differentiated 
      educational activities adapted to individual skill levels of children. Data from 
      39 EC teachers and 268 children were analyzed using multilevel modeling. Teachers 
      rated the skills of children on a structured observation instrument ("Kinder 
      Diagnose Tool," KiDiT). Children were assessed on their mathematical skills with 
      a standardized test ("Mathematische Basiskompetenzen im Kindesalter," MBK-0). On 
      average, 65% of the variation in judgments of teachers on the KiDiT could be 
      explained by MBK-0 scores of children, which suggest that teachers are-on 
      average-able to rank children within their groups. Teachers were also able to 
      judge the mathematical level of skills of children as assessed by the MBK-0. 
      Neither mathematical content knowledge (MCK) of teachers nor their mathematics 
      pedagogical content knowledge (MPCK) or general pedagogical knowledge (GPK) 
      moderated the relationship between judgments of teachers and test scores of 
      children or the relationship between the level of the judgments and the level of 
      test scores. Conclusions for future research and practice are drawn.
CI  - Copyright (c) 2021 Hosoya, Blomeke, Eilerts, Jenssen and Eid.
FAU - Hosoya, Georg
AU  - Hosoya G
AD  - Fachbereich Erziehungswissenschaft und Psychologie, Freie Universitat Berlin, 
      Berlin, Germany.
FAU - Blomeke, Sigrid
AU  - Blomeke S
AD  - Centre for Educational Measurement, University of Oslo, Oslo, Norway.
FAU - Eilerts, Katja
AU  - Eilerts K
AD  - Institut fur Erziehungswissenschaften, Mathematik Primarstufe, Humboldt 
      Universitat zu Berlin, Berlin, Germany.
FAU - Jenssen, Lars
AU  - Jenssen L
AD  - Institut fur Erziehungswissenschaften, Mathematik Primarstufe, Humboldt 
      Universitat zu Berlin, Berlin, Germany.
FAU - Eid, Michael
AU  - Eid M
AD  - Fachbereich Erziehungswissenschaft und Psychologie, Freie Universitat Berlin, 
      Berlin, Germany.
LA  - eng
PT  - Journal Article
DEP - 20211018
PL  - Switzerland
TA  - Front Psychol
JT  - Frontiers in psychology
JID - 101550902
PMC - PMC8558252
OTO - NOTNLM
OT  - absolute accuracy
OT  - early childhood education
OT  - early childhood teachers
OT  - judgment accuracy
OT  - mathematical skills
OT  - relative accuracy
COIS- The authors declare that the research was conducted in the absence of any 
      commercial or financial relationships that could be construed as a potential 
      conflict of interest.
EDAT- 2021/11/05 06:00
MHDA- 2021/11/05 06:01
PMCR- 2021/10/18
CRDT- 2021/11/04 06:22
PHST- 2021/04/28 00:00 [received]
PHST- 2021/09/14 00:00 [accepted]
PHST- 2021/11/04 06:22 [entrez]
PHST- 2021/11/05 06:00 [pubmed]
PHST- 2021/11/05 06:01 [medline]
PHST- 2021/10/18 00:00 [pmc-release]
AID - 10.3389/fpsyg.2021.701730 [doi]
PST - epublish
SO  - Front Psychol. 2021 Oct 18;12:701730. doi: 10.3389/fpsyg.2021.701730. eCollection 
      2021.