Previous findings on effects of teachers' judgments on student learning have been contradictory leading to the question of what kinds of judgments are most beneficial: accurate or (overly) positive ones? In this study, we provide the first competitive test of prominent but contradictory hypotheses regarding the consequences of teachers' judgments in the context of reading proficiency using reading fluency and reading comprehension performance judgments from 145 teachers and measures of real performance and learning progress across eight points of measurement from 2880 students. Response Surface Analyses combined with an information-theoretic approach for model comparison revealed no evidence of positive effects of judgment accuracy or overestimation of student performance by teachers. Instead, progress in reading fluency and reading comprehension was best predicted by students' prior achievement. For reading comprehension, the positivity of teachers' judgments was additionally beneficial: The higher a teacher judged a student's performance, the more the student learned.

以前关于教师判断对学生学习的影响的研究结果是矛盾的，导致了以下问题：哪种判断最有益：准确的还是（过度）积极的？在这项研究中，我们使用来自 145 名教师的阅读流畅度和阅读理解表现判断以及八分的实际表现和学习进度的衡量标准，对关于教师判断在阅读能力方面的后果的突出但相互矛盾的假设进行了首次竞争性测试。来自 2880 名学生的测量数据。响应面分析与模型比较的信息理论方法相结合，没有发现教师判断准确性或高估学生表现的积极影响的证据。反而，阅读流畅度和阅读理解的进步最能通过学生之前的成绩来预测。对于阅读理解，教师的积极评价也是有益的：教师对学生表现的评价越高，学生学到的就越多。