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The paper addresses teacher-judgment measures of pupil behaviors, aptitudes, and achievement levels, beginning with a discussion of the applied and research contexts in which these measures are relevant. Analyses relating to the reliability and validity of the measures are reviewed, with the analyses drawn from a variety of literatures. The paper sets forth conclusions regarding the psychometric properties of these judgment measures, suggestions regarding future research on the measures, and statements about the place of these measures within the larger teacher-judgment literature.
Robert D. Hoge (Thu,) studied this question.
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