Improving the accuracy of teachers' judgments of student learning

Thiede, Keith W.; Brendefur, Jonathan L.; Carney, Michele; Champion, Joe; Turner, Lindsey; Stewart, Roger A.; Osguthorpe, Richard D.

doi:10.1016/j.tate.2018.08.004

Cited by 25 publications

(27 citation statements)

References 49 publications

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“…How accurately teachers judge student learning is important because these judgments guide subsequent instruction. Thus, more accurate judgments lead to more effective instruction, which leads to greater gains in student achievement (Thiede et al, 2018). In his landmark paper, Koriat (1997) introduced the cue-utilization framework, which identifies factors that affect the accuracy of judgments.…”

Section: Chapter 1: Statement Of the Problemmentioning

confidence: 99%

“…That is, a teacher could be highly accurate in terms of both absolute accuracy and relative accuracy, or a teacher could be highly accurate in terms on one measure and highly inaccurate in terms of the other. Thiede et al (2018) recently showed these measures of accuracy were only weakly correlated. Thiede et al (2018) also showed that teachers' relative accuracy was positively correlated with gains in student achievement; whereas, absolute accuracy was not.…”

Section: Measuring the Accuracy Of Teacher Judgmentsmentioning

confidence: 99%

“…Thiede et al (2018) recently showed these measures of accuracy were only weakly correlated. Thiede et al (2018) also showed that teachers' relative accuracy was positively correlated with gains in student achievement; whereas, absolute accuracy was not. Thus, I focused on relative accuracy in the present study.…”

Section: Measuring the Accuracy Of Teacher Judgmentsmentioning

confidence: 99%

“…As highly accurate judgments of student learning can lead to more effective instruction, it is not surprising that teachers' judgment accuracy has been linked to student achievement. In particular, greater judgment accuracy has been found to correlate with greater gains in student achievement (Carpenter, Fennema, Peterson, Chiang & Loef, 1989;Thiede et al, 2015;Thiede et al, 2018). Thus, it's no wonder that researchers have sought to find ways to improve the accuracy of teachers' judgments.…”

Section: Why Teacher Judgments Mattermentioning

confidence: 99%

See 3 more Smart Citations

How Accurately Can Religious Educators Predict Student Achievement?

Lyons¹,

Thiede

Osguthorpe

2021

Religion & Education

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Section: Chapter 1: Statement Of the Problemmentioning

confidence: 99%

Section: Measuring the Accuracy Of Teacher Judgmentsmentioning

confidence: 99%

Section: Measuring the Accuracy Of Teacher Judgmentsmentioning

confidence: 99%

Section: Why Teacher Judgments Mattermentioning

confidence: 99%

See 2 more Smart Citations

How Accurately Can Religious Educators Predict Student Achievement?

Lyons¹,

Thiede

Osguthorpe

2021

Religion & Education

Self Cite

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Section: Why Teacher Judgments Mattermentioning

confidence: 99%

How Accurately Can Religious Educators Predict Student Achievement?

Lyons¹

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Teachers make a variety of judgments as they teach. The accuracy of these judgments may influence instruction and student achievement. The present investigation examined (a) how accurately religious educators judge student learning, (b) what cues religious educators report using to judge student learning, and (c) how cue utilization affects the accuracy of judgments of student learning. The research in this study shows the accuracy of judgments for participating teachers is significantly lower than the average judgment accuracy reported in a recent review of teacher judgment literature (Südkamp et al., 2012). The cues participating teachers self-reported using for judging student learning fell into four categories: class performance, personal attributes, external factors, and class behavior. Judgment accuracy is greater for teachers who reported using cues related to class performance than for those who did not. Judgment accuracy is greater for those who did not report using personal attributes as a cue than for those who did. These results are explained in the context of the cue-utilization framework (Koriat, 1997).

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