Responsible Teenage Fatherhood in a South African Historically Disadvantaged Community |
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| Authors: | Levison Maunganidze Nancy Ruhode Loice Shoniwa Solomon Nyanhongo Joseph M. Kasayira Tholene Sodi |
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| Affiliation: | 1. Zimbabwe Open Universitylevison2003@yahoo.co.uk;3. Zimbabwe Open University;4. Midlands State University;5. University of Venda, South Africa |
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| Abstract: | The study analysed the relationships between teacher ratings and standardised test scores in Reading and Mathematics for students receiving learning support for learning difficulties (n = 60, mean age= 16.3). Teacher ratings were found to significantly predict pupils' performance in Reading. Students with extended learning support had significantly higher teacher attainment ratings in both Reading and Mathematics. Teacher judgment ratings combined with standardized test scores were reliable for assessing instructional effectiveness. Standardised tests were more reliable than teacher ratings in assessing academic attainment. |
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| Keywords: | teacher ratings standardized test scores measures of performance students with learning difficulties |
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