Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance

Sophie Oudman*, Janneke van de Pol, Tamara van Gog

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

We investigated how the accuracy of teachers' judgments of their students' performance on procedural mathematical tasks, as well as their confidence in that, can be improved. Thirty-three primary school teachers judged how their students (N = 553) would perform on a multiplication and division task, with and without having access to performance cues (i.e., students' performance on similar tasks completed one week earlier). When available, teachers mostly seemed to base their judgments on performance cues. Availability of performance cues improved teachers’ judgment accuracy, resulted in higher confidence in their judgment accuracy, and increased awareness of their judgment (in)accuracy.

Original languageEnglish
Article number103982
Pages (from-to)1-16
Number of pages16
JournalTeaching and Teacher Education
Volume122
DOIs
Publication statusPublished - 1 Feb 2023

Keywords

  • Confidence in judgment accuracy
  • Cue diagnosticity
  • Cue use
  • Formative assessment
  • Primary mathematics education
  • Teachers' judgment accuracy

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