Affiliation:
1. Texas A & M University
Abstract
The purpose of this study was to explicate the relationships between student test performance on standardized intelligence, achievement and creativity tests and teacher perceptions of these abilities. Third grade students were administered a battery of tests, and their teachers rated their intelligence, academic achievement, and creativity in comparison with all other same-aged children and in comparison with the other children in the class [Q-sort parallel]. Pearson product-moment correlations revealed that all teacher responses were significantly related to each other; they were also significantly correlated with the achievement test scores and the Cognitive Abilities Test scores. Global creativity ratings did not correspond well with the standardized test scores, but the creativity Q-sort responses were significantly related to the creativity test scores.
Subject
Developmental and Educational Psychology,Education
Reference8 articles.
1. Teacher Judgment of Pupil Intelligence and Achievement Is Not Enough
2. Barr, A.J., Goodnight, J.H., Sall, J.P., and Helwig, J. T. A User's Guide to SAS 76. Raleigh, North Carolina: SAS Institute, Inc., 1976.
3. Accuracy of Teacher Judgment in Identifying Intellectually Gifted Children : a Review of the Literature
4. Some limitations of teacher ratings as predictors of creativity.
Cited by
11 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献