Help teachers ignore non-diagnostic cues to improve judgment accuracy of students' monitoring¶

Strategy · All strategies
Evidence · 4 claims (2 for, 2 mixed) · 2 studies (1 causal, 1 associational), q2–q3 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The article recommends targeting teachers' cue use rather than only their knowledge: 'To further improve teachers' ability to accurately judge students' monitoring, it may be worthwhile to help teachers ignore non-diagnostic cues.' The strategy builds on the Lens Model assumption that judgments are more accurate when diagnostic cues are used and non-diagnostic cues are ignored, and on the study's finding that even accurate judgments involved non-diagnostic cues such as students' IQ and reading self-concept. It is offered as a direction for improving teachers' judgment accuracy of students' monitoring skills.

Design Implications¶

Context¶

Requirements¶

• Requires identifying which cues are diagnostic versus non-diagnostic for students' monitoring judgments in the relevant task domain

Constraints¶

• The article frames this as a possibility ('it may be worthwhile'), not as a tested intervention; the underlying cue-diagnosticity findings come from one exploratory study in secondary reading comprehension

Target Learners¶

• secondary education teachers judging their own students' monitoring skills

Target Learning Goals¶

• improving teachers' judgment accuracy of students' monitoring skills

Claims¶

• Teachers judge more accurately with only diagnostic cues than with a mix of diagnostic and non-diagnostic cues [+M]
• 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 [+M]
• A brief cue-diagnosticity intervention did not significantly improve teachers' judgment accuracy, presumably because accuracy was already relatively high [~M]
• When making accurate judgments, teachers used diagnostic cues to a greater extent, but also used non-diagnostic cues (IQ and reading self-concept) [~W]

Related Strategies¶

Examples¶

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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