Common rater and multiple rater effects partly explain why student-reports of teacher personality correlate more strongly with outcomes¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? All subjective outcomes were significantly more strongly associated with teacher personality when the same students rated both predictor and outcome, with very large effect sizes for the difference. → Kim 2018 q2 i? Mean student-reports beat single randomly selected student-reports in 28 of 40 analyses, giving partial support for the multiple rater effect. → Kim 2018 (2)

Evidence¶

Kim 2018¶

Kim, Lisa, Dar-Nimrod, Ilan and MacCann, Carolyn (2018) Teacher Personality and Teacher Effectiveness in Secondary School: Personality Predicts Teacher Support and Student Self-Efficacy but not Academic Achievement. Journal of Educational Psychology. pp. 309-323. https://doi.org/10.1037/edu0000217

q2 · i? · associational · r2

A random assignment design in which students' subjective outcomes were randomly reallocated within a teacher and predicted from other students' personality reports of the same teacher, compared with the standard same-rater condition via Steiger's z-test. The article calls the differences "very large".

"In support of the common rater effect (H3a), all subjective outcomes were significantly more strongly associated with teacher personality when the same students provided both sources of information than when students provided only one of these, and the effect sizes of these were very large (see Table 3; -15.13 ≤ z ≤ 20.85, p < .05)."

Kim 2018 (2)¶

q2 · i? · associational · r2

A single student-report design comparing correlations for mean student-reports with those for one randomly selected student-report per teacher. Six of the remaining twelve analyses were in the hypothesized direction and six were not, one significantly (z = -2.82).

"In support of the multiple rater effect (H3b), mean student-reports of teacher personality showed significantly stronger associations with the outcomes in 28 of the 40 analyses examined (see Table 3; -5.81 ≤ z ≤ 4.45, p < .05)."

Discussion¶

Student-reports of teacher personality predict subjective teacher-effectiveness measures more strongly than teacher self-reports — related

Page metadata

Field	Value
`type`	`claim`
`id`	`common-rater-and-multiple-rater-effects-teacher-personality`
`title`	`Common rater and multiple rater effects partly explain why student-reports of teacher personality correlate more strongly with outcomes`
`description`	`Common rater and multiple rater effects partly explain why student-reports of teacher personality correlate more strongly with outcomes`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2018`
`generated`	by `process:wiki-ingest` on `2026-10-24`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `kim-2018`, `kim-2018-2`

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