A brief cue-diagnosticity intervention did not significantly improve teachers' judgment accuracy, presumably because accuracy was already relatively high¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Judgment accuracy did not significantly differ before (condition 3) and after (condition 4) the intervention (B = -0.14, p = 0.09). → Janneke van de Pol 2024
Evidence¶
Janneke van de Pol 2024¶
Janneke van de Pol, Eleanor Rowan, Eva Janssen, Tamara van Gog. (2024). Effects of availability of diagnostic and non-diagnostic cues on the accuracy of teachers' judgments of students' text comprehension. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09383-0
q3 · i? · causal · r2
Multilevel comparison of conditions 3 and 4 in the same experiment found no significant accuracy change; the authors attribute this to teachers already making reasonably accurate judgments (about a 15% deviation) because actual cue values were provided, so equivalence was not tested.
"teachers' judgment accuracy did not significantly differ before (condition 3) and after (condition 4) the cue diagnosticity intervention (B = -0.14, p = 0.09, SE = 0.08)"
Discussion¶
Related Claims¶
- The cue-diagnosticity intervention steered cue utilization: diagnostic cue use increased and non-diagnostic cue use decreased
- Teachers' self-reported cue utilization attributes are not significantly correlated with their monitoring accuracy (Experiment 2). — related
- The cue-diagnosticity intervention improved teachers' calibration: confidence and judgment accuracy became more aligned — 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
- Teachers' judgments of students' monitoring accuracy deviated 14.33% from students' actual monitoring accuracy, tending to underestimate it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
diagnosticity-intervention-no-accuracy-gain |
title |
A brief cue-diagnosticity intervention did not significantly improve teachers' judgment accuracy, presumably because accuracy was already relatively high |
description |
A brief cue-diagnosticity intervention did not significantly improve teachers' judgment accuracy, presumably because accuracy was already relatively high |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — janneke-van-de-pol-2024 |
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