When making accurate judgments, teachers used diagnostic cues to a greater extent, but also used non-diagnostic cues (IQ and reading self-concept)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When making accurate judgments, teachers used diagnostic cues to a greater extent than when making inaccurate judgments, yet also used two non-diagnostic cues: students' IQ and self-concept regarding reading comprehension. → van de Pol 2024

Evidence¶

van de Pol 2024¶

van de Pol, J., & Oudman, S. (2024). Teachers' judgment accuracy of students' monitoring skills: a conceptual and methodological framework and explorative study. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09349-8

q2 · i? · associational · r2

Explorative study of 46 secondary teachers judging 406 students; the article reports that accurate judgments involved greater use of diagnostic cues, but also use of the non-diagnostic cues students' IQ and reading self-concept. No effect size is printed in the supplied text.

"When making accurate judgments, teachers used diagnostic cues to a greater extent than when making inaccurate judgments. Yet, when making accurate judgments, teachers also used two non-diagnostic cues (students' IQ and self-concept regarding reading comprehension)."

Discussion¶

Related Claims¶

• The cue-diagnosticity intervention steered cue utilization: diagnostic cue use increased and non-diagnostic cue use decreased
• Teachers judging student performance mostly use performance cues and, to a lesser extent, student cues
• Performance cues were found most diagnostic for students' reading comprehension performance — related
• Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues — related
• Teachers' judgments of students' text comprehension are significantly more accurate when diagnostic performance cues are available than when only non-diagnostic student cues are available — related
• Students tend to rely on non-diagnostic cues when judging their own performance, resulting in inaccurate judgments — related
• Teachers often rely on informal impressions rather than systematic, theory-grounded diagnostic procedures when judging students' SRL — related
• Accurately judging cue manifestations, not merely using diagnostic cues, improves teachers' monitoring accuracy; non-diagnostic student cues hamper it — related