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Accuracy of teachers’ tracking decisions: short- and long-term effects of accountability

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Abstract

Bias in teachers’ judgment formation and decision making has long been acknowledged. More specifically, studies have repeatedly demonstrated discrepancies between teacher ratings of minority and majority students with similar academic profiles. Studies have also demonstrated that increasing accountability reduced bias. Little is known, however, about the effect of accountability and bias on the accuracy of decisions. This study investigated the short- and long-term effect of accountability priming on the accuracy of transition decisions. It considered both the extent to which teacher decision accuracy differed for minority and majority students with similar academic profiles (accuracy bias) and differences in levels of confidence for accurate versus erroneous decisions (metacognitive judgment bias). In a longitudinal experimental design, we presented 38 primary school teachers with 9 student vignettes at 3 points in time (baseline, post priming, and 6-month follow-up), varying students’ ethnic background, and asked them to make a school tracking decision for each student. We measured decision accuracy as well as teachers’ level of confidence for each decision. Accuracy and confidence levels were combined to provide two indices of metacognitive judgment accuracy. Results confirmed the hypothesis that accuracy of decisions would improve as a result of increased level of accountability. More specifically, we found that teachers made more accurate decisions after priming, whereby ethnic background differences disappeared. In addition, teachers’ metacognitions varied, whereby after priming decision accuracy was better matched with teachers’ confidence levels. Although accuracy levels were still higher at follow-up than at pre-test, the ethnic bias recurred. This study shows that increased levels of accountability are associated with not only increased decision accuracy but also reduced metacognitive judgment bias, especially in regard to minority students. It also demonstrates accountability may be an effective way of reducing systematic errors in decision making. Findings are discussed in terms of theory and current changes in educational practice.

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Acknowledgments

The research reported in this paper was funded by Grant C10/LM/784116 from the Fonds National de la Recherche Luxembourg (FNR)

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Authors and Affiliations

  1. Faculty of Language and Literature, Humanities, Arts, and Education, Institute of Teacher Professionalization and Psychology of Education, University of Luxembourg, Campus Walferdange, Route de Diekirch, L-7201, Walferdange, Luxembourg

    Ineke M. Pit-ten Cate & Sabine Krolak-Schwerdt

  2. School of Education, Institut für Bildungsforschung, Bergische Universität Wuppertal, Gaußstr. 20, 42119, Wuppertal, Germany

    Sabine Glock

Authors
  1. Ineke M. Pit-ten Cate
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  2. Sabine Krolak-Schwerdt
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  3. Sabine Glock
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Correspondence to Ineke M. Pit-ten Cate.

Additional information

Dr Ineke M. Pit-ten Cate. University of Luxembourg, Faculty of Language and Literature, Humanities, Arts, and Education, Institute of Teacher Professionalization and Psychology of Education Campus Walferdange, Route de Diekirch, L-7201 Walferdange, Luxembourg. Email: ineke.pit@uni.lu

Current themes of research:

Processes that underlie psychosocial (dys)function of children with chronic illness and physical disability and their families. Children’s developmental outcomes and family adjustment. Teaching and research concerning the diagnostic competence of teachers in regards to judgment of student performance and decisions on educational pathways, especially in consideration of challenges associated with a heterogeneous student population and the identification of special educational needs.

Most relevant publications in the field of Psychology of Education:

Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, I. M. (2014). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology of Education. doi:10.1007/s10212-014-0237-2.

Markova, M., Pit-ten Cate, I. M., Krolak-Schwerdt, S., & Glock, S. (in press). Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds. Journal of Experimental Education.

Pit-ten Cate, I. M., Krolak-Schwerdt, S., Glock, S., & Markova, M. (2014). Improving teachers’ judgments. Obtaining change through cognitive processes. In S. Krolak-schwerdt, S. Glock, & M. Böhmer (Eds.), Teachers’ professional development: Assessment, training, and learning (pp. 45–61). Rotterdam: Sense.

Prof Dr Sabine Krolak-Schwerdt. University of Luxembourg, Faculty of Language and Literature, Humanities, Arts, and Education, Institute of Teacher Professionalization and Psychology of Education Campus Walferdange, Route de Diekirch, L-7201 Walferdange, Luxembourg. Email: sabine.krolak@uni.lu

Current themes of research:

Educational psychology, social cognition, and language as well as multivariate methods. Professionalization and diagnostic competences of teachers, social cognition and social judgments as well as the application of multivariate approaches to analyse large datasets.

Most relevant publications in the field of Psychology of Education:

Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments. Social Psychology of Education, 16, 111–127. doi:10.1007/s11218-012-9197-z.

Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, I. M. (2014). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology of Education. doi:10.1007/s10212-014-0237-2.

Krolak-Schwerdt, S., Böhmer, M., & Gräsel, C. (2013). The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis. Social Psychology of Education, 16, 215–239. doi:10.1007/s11218-013-9215-9.

Markova, M., Pit-ten Cate, I. M., Krolak-Schwerdt, S., & Glock, S. (in press). Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds. Journal of Experimental Education.

Pit-ten Cate, I. M., Krolak-Schwerdt, S., Glock, S., & Markova, M. (2014). Improving teachers’ judgments. Obtaining change through cognitive processes. In S. Krolak-schwerdt, S. Glock, & M. Böhmer (Eds.), Teachers’ professional development: Assessment, training, and learning (pp. 45–61). Rotterdam: Sense.

Dr Sabine Glock. Bergische Universität Wuppertal, School of Education, Institut für Bildungsforschung, Gaußstr. 20, D-42119 Wuppertal. Email: glock@uni-wuppertal.de

Current themes of research:

Educational psychology, particularly, educational decision making and factors influencing educational decisions. Implicit cognition, in particular implicit attitudes toward students with ethnic minority background and how they contribute to teachers’ judgments.

Most relevant publications in the field of Psychology of Education:

Glock, S., & Karbach, J. (2015). Preservice teachers’ implicit attitudes toward racial minority students: Evidence from three implicit measures. Studies in Educational Evaluation, doi:10.1016/j.stueduc.2015.03.006.

Glock, S., & Krolak-Schwerdt, S. (2013). Does nationality matter? The impact of stereotypical expectations on student teachers’ judgments. Social Psychology of Education, 16, 111–127. doi:10.1007/s11218-012-9197-z.

Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, I. M. (2014). Are school placement recommendations accurate? The effect of students’ ethnicity on teachers’ judgments and recognition memory. European Journal of Psychology of Education. doi:10.1007/s10212-014-0237-2.

Markova, M., Pit-ten Cate, I. M., Krolak-Schwerdt, S., & Glock, S. (in press). Preservice teachers' attitudes toward inclusion and toward students with special educational needs from different ethnic backgrounds. Journal of Experimental Education.

Pit-ten Cate, I. M., Krolak-Schwerdt, S., Glock, S., & Markova, M. (2014). Improving teachers’ judgments. Obtaining change through cognitive processes. In S. Krolak-schwerdt, S. Glock, & M. Böhmer (Eds.), Teachers’ professional development: Assessment, training, and learning (pp. 45–61). Rotterdam: Sense.

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Pit-ten Cate, I.M., Krolak-Schwerdt, S. & Glock, S. Accuracy of teachers’ tracking decisions: short- and long-term effects of accountability. Eur J Psychol Educ 31, 225–243 (2016). https://doi.org/10.1007/s10212-015-0259-4

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