The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in tota...
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| Published in: | Teaching and teacher education Vol. 107; p. 103482 |
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| Format: | Journal Article |
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01-11-2021
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| Abstract | We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.
•Teachers' monitoring accuracy of their students' text comprehension was investigated.•Performance cues, student cues, and task cues were available during monitoring.•Mere use of diagnostic cues was not sufficient to promote teachers' monitoring accuracy.•Using non-diagnostic student cues (e.g., students' extraversion) hampered teachers' monitoring accuracy.•Accurately judging the values of one of the diagnostic cues increased teachers' monitoring accuracy. |
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| AbstractList | We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.
•Teachers' monitoring accuracy of their students' text comprehension was investigated.•Performance cues, student cues, and task cues were available during monitoring.•Mere use of diagnostic cues was not sufficient to promote teachers' monitoring accuracy.•Using non-diagnostic student cues (e.g., students' extraversion) hampered teachers' monitoring accuracy.•Accurately judging the values of one of the diagnostic cues increased teachers' monitoring accuracy. |
| ArticleNumber | 103482 |
| Author | Thiede, Keith van Gog, Tamara van de Pol, Janneke |
| Author_xml | – sequence: 1 givenname: Janneke surname: van de Pol fullname: van de Pol, Janneke email: j.e.vandepol@uu.nl organization: Department of Education, Utrecht University, the Netherlands – sequence: 2 givenname: Tamara surname: van Gog fullname: van Gog, Tamara organization: Department of Education, Utrecht University, the Netherlands – sequence: 3 givenname: Keith surname: Thiede fullname: Thiede, Keith organization: College of Education, Boise State University, Boise, USA |
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| CitedBy_id | crossref_primary_10_1007_s13138_024_00231_x crossref_primary_10_1007_s10459_024_10325_3 crossref_primary_10_1007_s11409_023_09349_8 |
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| Keywords | Teacher judgment accuracy Teacher monitoring accuracy Student text comprehension Cue-utilization Cue-diagnosticity |
| Language | English |
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| Notes | erratum |
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