Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The mean Spearman rank correlation between teachers' diagnosticity ranking and the actual ranking was 0.55 (SD = 0.36). → 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
Ranking-task analysis in the same study: after condition 3, teachers ranked all eight cues from most to least predictive; "The mean Spearman rank correlation between the teachers' ranking and the actual ranking was 0.55", indicating substantial but imperfect awareness.
"The mean Spearman rank correlation between the teachers' ranking and the actual ranking was 0.55 (SD = 0.36; range: -0.48 to 0.93)"
Discussion¶
Related Claims¶
- The cue-diagnosticity intervention steered cue utilization: diagnostic cue use increased and non-diagnostic cue use decreased
- Performance cues were found most diagnostic for students' reading comprehension performance — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-awareness-of-cue-diagnosticity-partial |
title |
Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic |
description |
Teachers are largely aware which cues are diagnostic, but often mistakenly treat students' interest in the text topic as diagnostic |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
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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