Student's literacy development on the base of its estimation by a teacher, by the student himself and by impartial tests
In this article, a pattern of correlations between indicators of literacy is analyzed. In particular, indicators were collected from the students themselves and their teachers. Moreover, the students received objective tests of spelling and comprehension. It is stated that, although all correlations were positive, the highest explained about 50 % of the variance. The results are interpreted, in part, as indicative of low levels of accuracy as demonstrated in this study. It is concluded that teacher evaluations should be used with care and substantiated by either another respondent or a set of objective assessments.