References of "Böhmer, Ines"
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See detailStudent case vignettes for the investigation of teachers' tracking decisions
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

Report (in press)

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See detailTeachers’ assessments of students’ achievements: The ecological validity of studies using case vignettes
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL; Glock, Sabine et al

in Journal of Experimental Education (in press)

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See detailTeachers’ information processing and judgement accuracy: effects of information consistency and accountability
Pit-Ten Cate, Ineke UL; Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL et al

in European Journal of Psychology of Education (2019), online first

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a ... [more ▼]

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a controlled and information-integrating strategy. However, the effect of teachers’ accountability for task and the consistency of student information on strategy use is less clear. In two experimental studies, teachers were presented with consistent and inconsistent student profiles, whereby accountability levels were systematically varied. In the first study, the attention to and memory of information were investigated as indicators of changes in information processing strategy. In the second study, resulting changes in judgement accuracy were investigated. Results of study 1 provided support for the theoretical assumption that people apply the category-based strategy when confronted with consistent information under low accountability conditions, while inconsistent information and high accountability conditions led to the use of information-integration strategy. Results of study 2 showed that teachers’ judgement accuracy generally increased in relation to high accountability conditions and to lesser extent profile consistency, whereby inaccuracy reflected both under- and overestimation of student ability. The combined results suggest that the use of differential information processing strategies not only leads to differences in the attention to and processing of information, but also results in differences in the quality of judgements and decision making, especially under high accountability conditions. [less ▲]

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See detailTeachers’ school tracking decisions
Böhmer, Ines; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL et al

in Leutner, Detlev; Fleischer, Jens; Grünkorn, Juliane (Eds.) et al Competence assessment in education: Research, models, and instruments (2017)

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See detailTeachers’ assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model
Herppich, Stephanie; Praetorius, Anna-Katharina; Förster, Natalie et al

in Teaching and Teacher Education (2017)

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See detailSchülerbeurteilungen aus der Perspektive dualer Prozessmodelle der sozialen Urteilsbildung
Böhmer, Matthias UL; Englich, Birte; Böhmer, Ines

in Südkamp, Anna; Praetorius, Anna-Katharina (Eds.) Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen (2017)

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See detailEin Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften
Herppich, Stephanie; Praetorius, Anna-Katharina; Hetmanek, Andreas et al

in Südkamp, Anna; Praetorius, Anna-Katharina (Eds.) Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen (2017)

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See detailDas Übergangsurteil am Ende der Grundschulzeit – Welcher Urteilsstrategie folgen Lehrkräfte bei der Infomationssuche?
Böhmer, Ines; Glock, Sabine; Gräsel, Cornelia et al

Scientific Conference (2016)

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See detailDuale Prozessmodelle der sozialen Urteilsbildung
Böhmer, Ines; Böhmer, Matthias UL

in Südkamp, Anna; Praetorius, Anna-Katharina (Eds.) Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen (2015, March)

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See detailEine Analyse der Informationssuche bei der Erstellung der Übergangsempfehlung: Welcher Urteilsregel folgen Lehrkräfte?
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

in Journal for Educational Research Online = Journal für Bildungsforschung Online (2015), 7(2), 59-81

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See detailDie Erfassung diagnostischer Kompetenz mit Fallvignetten: Welche Rolle spielen Kontextinformationen?
Gräsel, Cornelia; Böhmer, Ines; Hörstermann, Thomas UL et al

Scientific Conference (2013, March)

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See detailÜbergangsentscheidungen am Ende der Grundschulzeit. Die Entscheidungsprozesse der Lehrkräfte.
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL; Böhmer, Ines et al

Scientific Conference (2013)

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See detailDie Informationssuche von erfahrenen und angehenden Lehrkräften bei der Übergangsempfehlung zur weiterführenden Schule.
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

Scientific Conference (2012, September)

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See detailDie Informationssuche bei der Erstellung der Übergangsempfehlung: Die Rolle von Fallkonsistenz und Expertise
Böhmer, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

in Unterrichtswissenschaft (2012), 40

Detailed reference viewed: 127 (38 UL)