The relation between teacher-set performance goals and students' mathematical achievement

Evelien S. Ritzema*, Marjolein I. Deunk, Roel J. Bosker, Mechteld F. van Kuijk

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

1 Citation (Scopus)

Abstract

The relation between teacher-set performance goals for 361 individual students and these students' mathematics achievement was investigated. High performance goals were found to strongly relate to student performance, with an effect size of d= 0.80. The performance goals were set by the teachers at the end of a step-by-step procedure, consisting of initial teacher expectations, the use of data, and team input. This procedure was expected to decrease negative expectancy bias. Higher teacher performance goals than teachers' initial expectations, so-called positive changes, were positively associated with the performance of initially low achievers. Initially high achievers, for whom the teachers made a positive change, performed worse than comparable students for whom initial expectation and final goal were the same. (C) 2016 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)17-28
Number of pages12
JournalStudies in Educational Evaluation
Volume51
DOIs
Publication statusPublished - Dec-2016

Keywords

  • Teacher expectations
  • Goal setting
  • Academic achievement
  • COMPUTER-PROGRAM LOVS
  • PROPENSITY SCORE
  • FORMATIVE ASSESSMENT
  • CLASSROOM CONTEXT
  • JUDGMENTS
  • EXPECTATIONS
  • PERCEPTIONS
  • ABILITIES
  • SELECTION
  • ACCURACY

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