Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding |
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| Institution: | 1. Department of Education, Utrecht University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Department of Methodology and Statistics, Utrecht University, The Netherlands;1. Towson University, Towson, 8000 York Road, Towson, MD, 21252, USA;2. University of North Carolina at Charlotte, Charlotte, 9201 University City Blvd, Charlotte, NC, 28223, USA;1. The Ohio Department of Education, USA;2. Department of Teaching and Learning and Crane Center for Early Childhood Research and Policy, The Ohio State University, USA;3. Department of Teacher Education, Ohio University, USA;4. Department of Educational Studies, The Ohio State University, USA;1. Institute of Psychology, Erasmus University Rotterdam, P.O. Box 1738, 3000 DR Rotterdam, The Netherlands;2. Department of Educational Development and Research, Maastricht University, The Netherlands;3. Interdisciplinary Educational Research Institute, University of Wollongong, Australia;1. Department of Education, Utrecht University, PO Box 80.140, 3508 TC Utrecht, the Netherlands;2. School of Health Professions Education, Maastricht University, P.O. Box 616, 6200 MD Maastricht, the Netherlands;3. Department of Psychology, University of Bern, Fabrikstrasse 8, 3012 Bern, Switzerland |
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| Abstract: | To gain insight into how teachers' judgment accuracy can be improved, we investigated effects of cue-type availability. While thinking aloud, 21 teachers judged their fourth grade students' (n = 176) decimal magnitude understanding. Sensitivity (correctly judging what students did understand) did not improve from availability of both answer cues (students' answers to prior practice problems) and student cues (knowledge of students triggered by knowing their names), and was lower when only answer cues were available, compared to only student cues. Specificity (correctly judging what students did not understand) was higher when only answer cues were available, compared to only student cues or both student and answer cues. |
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| Keywords: | Teacher judgment Judgment accuracy Cue utilization Primary education Mathematics education Decimals |
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