| Reference : The impact of accountability on teachers' assessments of student performance: A socia... |
| Scientific journals : Article | |||
| Social & behavioral sciences, psychology : Education & instruction Social & behavioral sciences, psychology : Social, industrial & organizational psychology Social & behavioral sciences, psychology : Multidisciplinary, general & others | |||
| http://hdl.handle.net/10993/8003 | |||
| The impact of accountability on teachers' assessments of student performance: A social cognitive analysis | |
| English | |
Krolak-Schwerdt, Sabine  [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >] | |
| Böhmer, Matthias [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Languages, Culture, Media and Identities (LCMI) >] | |
| Gräsel, Cornelia [Bergische Universität Wuppertal > School of Education] | |
| 2013 | |
| Social Psychology of Education | |
| Springer | |
| 16 | |
| 215-239 | |
| Yes | |
| International | |
| [en] Social cognition ; Accountability ; Student assessment | |
| [en] Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on teachers’ motivations while making the judgment. Building on research on social judgment formation the present investigation examined whether the accountability of teachers has an influence on judgment formation. We predicted that unaccountable teachers would activate social categories and use them for the assessment, whereas accountable teachers’ attention would be directed to individual attributes of students. Using secondary school teachers as participants, three studies investigating teachers’ assessments, inferences and memory for students’ attributes supported these hypotheses. Thus, accountability appears to be
a moderator of social information processing and judgment formation in the domain of educational assessments. | |
| German Research Foundation (Deutsche Forschungsgemeinschaft, DFG) | |
| http://hdl.handle.net/10993/8003 | |
| 10.1007/s11218-013-9215-9 |
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