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 language | English |
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Article number | 103982 |
Pages (from-to) | 1-16 |
Number of pages | 16 |
Journal | Teaching and Teacher Education |
Volume | 122 |
DOIs | |
Publication status | Published - 1 Feb 2023 |
Bibliographical note
Funding Information:This research was supported by funding from the Dutch Ministry of Education, Culture and Science , (grant number OCW /PromoDoc/ 1065001 ). The authors would like to thank the participating teachers and students for their time and effort.
Publisher Copyright:
© 2022 The Authors
Funding
This research was supported by funding from the Dutch Ministry of Education, Culture and Science , (grant number OCW /PromoDoc/ 1065001 ). The authors would like to thank the participating teachers and students for their time and effort.
Keywords
- Confidence in judgment accuracy
- Cue diagnosticity
- Cue use
- Formative assessment
- Primary mathematics education
- Teachers' judgment accuracy