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The quality of teacher judgments about their students' achievements as a focus of research is connected with the question of how the quality of these judgments can be improved. A possibility of improving the quality is to make teachers aware of the great impact their judgments have. This means increasing accountability. To test the effects of accountability on teacher judgments, an experiment with the simulated classroom was conducted. In the simulated classroom, virtual students with differentdoi:10.20533/ijcdse.2042.6364.2012.0140 fatcat:oyx7n6m6tjgffdquuvr77od44e