Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-22 (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 was significantly higher in the diagnostic-cues-only condition than in the mixed-cues condition (B = 0.23, p = 0.003, R2 = 0.606). → 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 regression in the same within-subjects experiment (N = 33 teachers) found "judgment accuracy was also significantly higher" with only diagnostic cues than with a mix; the article explains teachers still used non-diagnostic cues to a limited extent in the mixed condition.
"judgment accuracy was also significantly higher in condition 2 (diagnostic cues only) than condition 3 (mixed cues) (B = 0.23, SE = 0.08, p = 0.003; R2 = 0.606)"
Discussion¶
Related Claims¶
- Teachers judging student performance mostly use performance cues and, to a lesser extent, student cues
- 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
- The cue-diagnosticity intervention steered cue utilization: diagnostic cue use increased and non-diagnostic cue use decreased — related
- When making accurate judgments, teachers used diagnostic cues to a greater extent, but also used non-diagnostic cues (IQ and reading self-concept) — related
- Performance cues were found most diagnostic for students' reading comprehension performance — related
- Accurately judging cue manifestations, not merely using diagnostic cues, improves teachers' monitoring accuracy; non-diagnostic student cues hamper it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
non-diagnostic-cues-hinder-teacher-judgment-accuracy |
title |
Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues |
description |
Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-22 |
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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