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Accuracy of Teacher Ratings in Predicting Cognitive Ability and Achievement

Title: The Accuracy of Teacher Ratings in Predicting Cognitive Ability and Achievement: A Longitudinal Study.
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Name(s): Authorized Name, , author
Pfeiffer, Steven, professor directing dissertation
Kistner, Janet, university representative
Turner, Jeannine, committee member
Sampson, James, committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2010
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this study was to determine if teacher ratings in early elementary school predict achievement and cognitive ability in late elementary and middle school. The longitudinal predictive utility of the GRS was also examined. Students were in kindergarten, first, and second grades during Time 1 (2004) and fifth, sixth, and seventh grades during Time 2 (2009). GRS teacher ratings of Intellectual Ability, Academic Ability, and Motivation served as the predictor variables. The criterion (outcome) variables were achievement, as measured by GPA and SAT-10 scores and cognitive ability, as measured by K-BIT-2 scores. GRS teacher ratings, GPA, and SAT-9/10 scores were collected on the same 59 students during Time 1 and Time 2 data collection. KBIT-2 scores were obtained at Time 2 data collection. Findings suggest that when combined, 2004 teacher ratings of Intellectual Ability, Academic Ability, and Motivation do not predict achievement or cognitive ability in 2009. However, the individual construct of motivation predicted GPA and the individual construct of academic ability predicted SAT-10 scores and K-BIT-2 scores (cognitive ability), five years after initial teacher ratings were completed. GRS teacher ratings in 2004 were found to have positive and significant correlations with GRS teacher ratings in 2009. The predictive longitudinal utility (diagnostic accuracy) of the GRS could not be judged fairly because there were too few students scoring in the higher range on the K-BIT-2 in 2009.
Identifier: FSU_migr_etd-5468 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Summer Semester, 2010.
Date of Defense: April 23, 2010.
Keywords: Teacher Ratings, Gifted Rating Scale, Gifted Identification, Predictive Validity, Motivation Achievement
Bibliography Note: Includes bibliographical references.
Advisory Committee: Steven Pfeiffer, Professor Directing Dissertation; Janet Kistner, University Representative; Jeannine Turner, Committee Member; James Sampson, Committee Member.
Subject(s): Educational psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5468
Host Institution: FSU

Choose the citation style.
Authorized Name,. (2010). The Accuracy of Teacher Ratings in Predicting Cognitive Ability and Achievement: A Longitudinal Study. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-5468