Framework of teachers' judgments of students' monitoring skills with three accuracy measures¶
Research Method · All research methods
Evidence · 3 claims (3 for) · 1 study (1 associational),q2· 0 of 1 report an effect size · 3 claims rest on one study
Description¶
The article introduces a framework that integrates teachers' judgments of students' performance, teachers' judgments of students' monitoring judgments, and students' actual performance and monitoring judgments. It defines three measures: 'Teachers' judgment accuracy of students' monitoring judgments is captured with three measures' — SMA-TJ (student monitoring accuracy according to teacher judgments), TJASMJ (teacher judgment accuracy of the student's monitoring judgment), and C-SMA-TJ (correctness of student monitoring accuracy according to teacher judgments). The framework 'applies to every classroom situation, regardless of the proportion of optimists/pessimists/realists' and serves both to conceptualize the constructs and as a guideline for operationalizing them, unlike the earlier categoric approach.
Accounts¶
- Framework of teachers' judgments of students' monitoring skills with three accuracy measures: The article introduces a framework that integrates teachers' judgments of students' performance, teachers' judgments of students' monitoring judgments, and students' actual performance and monitoring judgments. It defines three measures: 'Teachers' judgment accuracy of students' monitoring judgments is captured with three measures' — SMA-TJ (student monitoring accuracy according to teacher judgments), TJASMJ (teacher judgment accuracy of the student's monitoring judgment), and C-SMA-TJ (correctness of student monitoring accuracy according to teacher judgments). The framework 'applies to every classroom situation, regardless of the proportion of optimists/pessimists/realists' and serves both to conceptualize the constructs and as a guideline for operationalizing them, unlike the earlier categoric approach. (van de Pol et al. (2024))
Claims¶
- Teachers' judgments of students' monitoring accuracy deviated 14.33% from students' actual monitoring accuracy, tending to underestimate it [+W]
- Teachers' judgments of students' performance deviated 21.96% from students' actual performance, tending to overestimate it [+W]
- Prior categoric studies found teachers correctly classified only about half of students' monitoring orientations [+W]
Related Research Methods¶
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Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
framework-of-teachers-judgments-of-students-monitoring-skills-with-three-accuracy-measures |
title |
Framework of teachers' judgments of students' monitoring skills with three accuracy measures |
description |
The article introduces a framework that integrates teachers' judgments of students' performance, teachers' judgments of students' monitoring judgments, and students' actual performance and monitoring judgments. |
status |
review |
generated |
by process:settle-candidates on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
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