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Sustainability of Teacher Expectation Bias Effects on Long-Term Student Performance
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de Boer, Hester; Bosker, Roel J.; van der Werf, Margaretha P. C. – Journal of Educational Psychology, 2010
In this article, we address the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted teacher expectation. These predicted expectations were estimated from a…
Descriptors: Teacher Expectations of Students, Student Evaluation, Student Characteristics, Academic Achievement
A Comparison of Single and Multiple Strategy Instruction on Third-Grade Students' Mathematical Problem Solving
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Jitendra, Asha K.; Griffin, Cynthia C.; Haria, Priti; Leh, Jayne; Adams, Aimee; Kaduvettoor, Anju – Journal of Educational Psychology, 2007
The purposes of this study were to assess the differential effects of a single strategy (schema-based instruction; SBI) versus multiple strategies (general strategy instruction, GSI) in promoting mathematical problem solving and mathematics achievement as well as to examine the influence of word problem-solving instruction on the development of…
Descriptors: Grade 3, Mathematics Tests, Academic Standards, Mathematics Achievement
Conditions Under Which Feedback Facilitates Learning from Programmed Lessons
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Anderson, Richard C.; And Others – Journal of Educational Psychology, 1972
Data indicate that performance is better when feedback is provided after, rather than before, the response. (MB)
Descriptors: Criterion Referenced Tests, Data Analysis, Educational Research, Feedback
An Empirical Investigation of Individual Differences in Time to Learn
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Anderson, Lorin W. – Journal of Educational Psychology, 1976
Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)
Descriptors: Arithmetic, Criterion Referenced Tests, Grade 8, Individual Differences
Models of Reading and Reading Disability
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Guthrie, John T. – Journal of Educational Psychology, 1973
The purpose of this study was to examine the assembly and system models of reading with respect to the development of phoneme-grapheme association skills in normal and disabled readers. (Author)
Descriptors: Criterion Referenced Tests, Models, Phoneme Grapheme Correspondence, Program Evaluation
Differential Effects of Two Grading Systems on Student Performance
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Williams, Reed G.; And Others – Journal of Educational Psychology, 1975
Descriptors: Academic Achievement, Achievement Rating, Comparative Analysis, Criterion Referenced Tests
Time Allocated and Spent Relative to Time Needed for Learning as Determinants of Achievement.
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Gettinger, Maribeth – Journal of Educational Psychology, 1985
Fourth and fifth grade students (N=171) participated in three reading tasks to assess time needed for learning, time spent in learning, and time allocated for learning. Results indicated that spending and/or allocating insufficient learning time have a direct negative effect on achievement. (BS)
Descriptors: Academic Achievement, Content Area Reading, Criterion Referenced Tests, Intermediate Grades
Task-Oriented Versus Competive Learning Structures: Motivational and Performance Consequences.
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Covington, Martin V.; Omelich, Carol L. – Journal of Educational Psychology, 1984
This study investigated the motivational and performance consequences of two features of task-mastery learning structures: retesting opportunities and criterion-referenced grading. College students were assigned either to a norm-referenced (competitive) or a criterion-referenced grading system, and to either a single-test or retest condition.…
Descriptors: Academic Achievement, Competition, Criterion Referenced Tests, Higher Education
Differences in Student Performance on Knowledge, Comprehension, and Application Tasks: Implications for School Learning.
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Lyon, Mark A.; Gettinger, Maribeth – Journal of Educational Psychology, 1985
This study examined differences in time needed for learning for three types of learning tasks from Bloom's taxonomy: knowledge, comprehension, and application. Seventh and eighth graders (N=88) were given five repeated trials to master three simulated classroom tasks. Large differences were found between tasks in mastery rates, information…
Descriptors: Comprehension, Content Area Reading, Criterion Referenced Tests, Difficulty Level