Robert D. Hoge

Bio: Robert D. Hoge is an academic researcher. The author has contributed to research in topics: Construct (philosophy) & Set (psychology). The author has an hindex of 2, co-authored 2 publications receiving 35 citations.

The Definition and Measurement of Teacher Expectations: Problems and Prospects.

Abstract: According to the teacher expectation hypothesis, teacher expectations of pupils determine, in part, the pupil's actual level of performance. There continues to be great interest in this hypothesis as reflected in the numerous theoretical and empirical developments which have appeared in the literature. The thesis of this paper, however, is that there are weaknesses associated with conceptualing the teacher expectation variable and with treatments of the variable in research. This thesis is supported through a review of efforts to develop a teacher expectancy construct and an examination of treatments of the expectancy variable in past research. The article concludes with a set of recommendations regarding the treatment of the expectation variable in future research on the teacher expectancy hypothesis.

An Examination of the Giftedness Construct.

Abstract: Twenty-eight years ago, Getzels and Jackson (1958) raised questions about the definition of the giftedness construct. They showed that the construct was usually defined in terms of scores on an intelligence test: "'Giftedness' as related to children has most frequently been defined as a score on an intelligence test, and typically the study of the so-called gifted child has been equated with the study of the single IQvariable" (Getzels &Jackson, 1958, p. 75). This definition was narrow both in cognitive terms and in the IQ test's choice of intellectual functions to evaluate. With the passage of time, the giftedness construct acquired meanings, value associations, and expectations that had very little to do with the original narrow purposes of cognitive assessment.

Teacher-Based Judgments of Academic Achievement: A Review of Literature

Abstract: The focus of this paper is on data reflecting the match between teacher-based assessments of students’ achievement levels and an objective measure of student learning. These data are treated as relevant to the validity or accuracy of the judgmental measures. The paper begins with a discussion of two contexts in which such judgments are relevant: the teacher decision-making and assessment contexts. The second section presents a review of studies in which data are presented on the match between judgments and test scores. Two types of studies are reviewed. The first represents an indirect test of validity in the sense that there is a discrepancy between the judgmental measure (usually a rating of achievement) and the criterion measure (a score on a standardized achievement test). The second provides a more direct test of validity in that teachers are directly asked to estimate the achievement test performance of their students. On the whole, the results revealed high levels of validity for the teacher-judgme...

Teacher expectations: Self-fulfilling prophecies, perceptual biases, and accuracy.

Abstract: Trois possibilites d'explication de la relation entre les attentes de maitres et la reussite des eleves (prophetie, biais perceptifs, prediction correcte), sont etudiees sur des donees de 27 enseignants et 429 eleves (mathematiques) et testees par analyses en pistes causales impliquant les attentes du maitre (3 indicateurs), la performance passee de l'eleve (tests et resultats scolaires), la motivation de l'eleve (4 indicateurs) et la performance ulterieure

Exploring the Link Between Giftedness and Self-Concept

Abstract: We explored three broad issues in the article. First, do gifted and nongifted children differ in their self-concepts? Second, what are the effects on the self-concept of labeling the child as gifted? Third, are there any effects on self-concept of placing a child in special programs for the gifted? The review begins with a discussion of theoretical and methodological issues associated with the self-concept and giftedness constructs. This is followed by a meta-analysis of studies bearing on the three issues. Two types of studies are reviewed: (a) cases where gifted and average students are compared in terms of the self-concept and (b) studies in which gifted children are exposed to differential programming and the effects on self-concept explored. The studies indicated generally higher academic self-concepts for gifted students, but otherwise the results of the investigations were highly variable. The article concludes with a discussion of research and practical implications.

Trusting Teachers’ Judgments: A Validity Study of a Curriculum-Embedded Performance Assessment in Kindergarten to Grade 3

Abstract: Teacher judgments of student learning are a key element in performance assessment. This study examines aspects of the validity of teacher judgments that are based on the Work Sampling System (WSS), a curriculum-embedded, performance assessment for preschool (age 3) to Grade 5. The purpose of the study is to determine if teacher judgments about student learning in kindergarten to third grade are trustworthy if they are informed by a curriculum-embedded performance assessment. A cross-sectional sample composed of 345 K-3 students enrolled in 17 classrooms in an urban school system was studied. Analyses included correlations between WSS and an individually administered psychoeducational battery, four-step hierarchical regressions to examine the variance in students’ spring outcome scores, and receiver-operating-characteristics (ROC) curves to compare the accuracy of WSS in categorizing students in terms of the outcome. Results demonstrate that WSS correlates well with a standardized, individually administere...

An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes

Abstract: Little is known about factors other than students’ abilities and background variables that shape teachers’ achievement expectations. This study was aimed at investigating the role of teachers’ perceptions of students attributes (working habits, popularity, self-confidence, student–teacher relationships, and classroom behavior) in shaping teachers’ expectations. The sample analyzed consisted of 5316 students and 469 classes in grade 6 in Dutch primary education. Teachers had higher expectations for students who they perceived as self-confident and having positive work habits. Differences in expectations between boys and girls could partly be explained by the teachers’ perceptions of students’ work habits. Teachers differed in the extent to which they let their perceptions of student attributes shape their expectations.