The cue-diagnosticity intervention steered cue utilization: diagnostic cue use increased and non-diagnostic cue use decreased¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Self-reported use of correct boxes (B = 0.25, p = 0.003, R2 = 0.057) and correct relations (B = 0.19, p = 0.004, R2 = 0.040) increased significantly after the intervention. → Janneke van de Pol 2024 q3 i? Self-reported use of Dutch grade (B = -1.00, p < 0.001, R2 = 0.412) and interest in the text topic (B = -1.16, p < 0.001, R2 = 0.398) decreased significantly after the intervention. → Janneke van de Pol 2024 (2)

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 self-reported cue utilization before and after the intervention in the same experiment; "Teachers reported using students' correct boxes significantly more" and correct relations more, with the printed R2 values labelled small effects by the article.

"Teachers reported using students' correct boxes significantly more after the intervention than before (B = 0.25, SE = 0.08, p = 0.003; R2 = 0.057 [small effect]). Teachers also reported using correct relations significantly more after the intervention than before (B = 0.19, SE = 0.07, p = 0.004; R2 = 0.040 [small effect])"

Janneke van de Pol 2024 (2)¶

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

Same multilevel comparison; "Teachers reported using students' Dutch grade as a cue significantly less" and interest less, with the printed R2 values labelled medium effects by the article. Cue utilization was self-reported on a 0-3 scale.

"Teachers reported using students' Dutch grade as a cue significantly less after the intervention than before (B = -1.00, SE = 0.14, p < 0.001; R2 = 0.412 [medium effect]). Teachers also reported using students' interest in the text topic significantly less after the intervention than before (B = -1.16, SE = 0.17, p < 0.001; R2 = 0.398 [medium effect])"

Discussion¶

Related Claims¶

• The cue-diagnosticity intervention improved teachers' calibration: confidence and judgment accuracy became more aligned
• A brief cue-diagnosticity intervention did not significantly improve teachers' judgment accuracy, presumably because accuracy was already relatively high
• Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic
• When making accurate judgments, teachers used diagnostic cues to a greater extent, but also used non-diagnostic cues (IQ and reading self-concept)
• Self-assessments of diagram boxes are more accurate than comprehension judgments and strongly correlated with them in the diagramming paradigm — related
• Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues — related
• Prompted self-assessment decreases utilization of the low-diagnosticity commission-errors cue — related
• Accurately judging cue manifestations, not merely using diagnostic cues, improves teachers' monitoring accuracy; non-diagnostic student cues hamper it — related