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Special Educational Needs: the relationship between teacher assessment, test scores and classroom behaviour
Author(s) -
Moses Diana
Publication year - 1982
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/0141192820080201
Subject(s) - psychology , test (biology) , mathematics education , developmental psychology , divergence (linguistics) , pupil , selection (genetic algorithm) , paleontology , linguistics , philosophy , neuroscience , artificial intelligence , computer science , biology
Junior school teachers' own assessments of pupils with special educational needs were compared with the children's performance on standardised tests. On the basis of test score and teacher opinion a selection of children was chosen for observation using a schedule designed specifically for this purpose. There would appear to be a pattern of pupil behaviour in the classroom that teachers tend to regard as more typical of the slow‐learning child, though not exclusive to him. Where there is a divergence between teacher assessment and standardised test scores this discrepancy may possibly be accounted for in terms of the ‘slow‐learner behaviour pattern’ influencing teacher opinion. Teachers do appear to be aware of the behaviour problems of quiet, withdrawn children and seem to make a clear distinction between behaviour that is problematic to the child and behaviour that creates a discipline problem for the teacher .