Performance cues were found most diagnostic for students' reading comprehension performance¶

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? The review reports, citing Van de Pol et al. (2021b), that performance cues were most diagnostic for students' reading comprehension performance, with correlations of at least 0.40 that were significant. → 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

The review attributes this to a previous study (Van de Pol et al., 2021b) investigating the diagnosticity of a wide array of cues for students' reading comprehension performance; performance cues reached 'r > = 0.40 and significant'. No standardized effect size for a comparison is printed, so impact is null.

"performance cues were found to be most diagnostic (i.e., r > = 0.40 and significant; Evans, 1996)."

Discussion¶

Related Claims¶

• Teachers judging student performance mostly use performance cues and, to a lesser extent, student cues — related
• Students tend to rely on non-diagnostic cues when judging their own performance, resulting in inaccurate judgments — related
• Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic — 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
• When making accurate judgments, teachers used diagnostic cues to a greater extent, but also used non-diagnostic cues (IQ and reading self-concept) — related
• Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues — related
• Teachers often rely on informal impressions rather than systematic, theory-grounded diagnostic procedures when judging students' SRL — related