References of "Böhmer, Matthias 50000940"
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See detailThe impact of accountability on teachers' assessments of student performance: A social cognitive analysis
Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL; Gräsel, Cornelia

in Social Psychology of Education (2013), 16

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on ... [more ▼]

Research on teachers’ judgments of student performance has demonstrated that educational assessments may be biased or may more correctly take the achievements of students into account depending on teachers’ motivations while making the judgment. Building on research on social judgment formation the present investigation examined whether the accountability of teachers has an influence on judgment formation. We predicted that unaccountable teachers would activate social categories and use them for the assessment, whereas accountable teachers’ attention would be directed to individual attributes of students. Using secondary school teachers as participants, three studies investigating teachers’ assessments, inferences and memory for students’ attributes supported these hypotheses. Thus, accountability appears to be a moderator of social information processing and judgment formation in the domain of educational assessments. [less ▲]

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See detailAlbert Ellis, Paul Tillich und die bedingungsungslose Selbstakzeptanz
Böhmer, Matthias UL

in Hoellen, Burkhard (Ed.) "Herzlich Willkommen, Dr. Ellis!" (2013)

Detailed reference viewed: 134 (4 UL)
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See detailVerantwortlichkeit als Moderator der Qualität von Übergangsempfehlungen: Zwei Experimentalstudien
Böhmer, Matthias UL; Glock, Sabine; Klapproth, Florian et al

Scientific Conference (2012, September)

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See detailSome predictors of school placement decisions in Luxembourg: Results from a large-scale study.
Klapproth, Florian; Glock, Sabine; Böhmer, Matthias UL et al

Scientific Conference (2012, June)

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See detailTesting the role of accountability in teachers’ school placement decisions: Findings from an experimental study
Glock, Sabine; Klapproth, Florian; Krolak-Schwerdt, Sabine UL et al

Scientific Conference (2012, June)

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See detailStudents' transition from primary to secondary school: Cognitive determinants and prognostic validity of teachers' transition decision
Böhmer, Matthias UL; Glock, Sabine; Klapproth, Florian et al

Presentation (2012, March)

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See detailDiagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der Übergangsempfehlung
Krolak-Schwerdt, Sabine UL; Glock, Sabine; Klapproth, Florian et al

Scientific Conference (2012, March)

Detailed reference viewed: 38 (2 UL)
See detailDiagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der Übergangsempfehlung
Krolak-Schwerdt, Sabine; Klapproth, Florian; Glock, Sabine et al

Speeches/Talks (2012)

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See detailDo social variables affect school placement decisions in Luxembourg?
Klapproth, Florian UL; Glock, Sabine UL; Böhmer, Matthias UL et al

in Shoniregun, C. A.; Akmayeva, G. A. (Eds.) Ireland International Conference on Education - IIEC 2012 proceedings (2012)

In Luxembourg, the assignment of primary-school students to one of the tracks in secondary school is regulated by the Luxembourgish Ministry of Education. These regulations entail four criteria according ... [more ▼]

In Luxembourg, the assignment of primary-school students to one of the tracks in secondary school is regulated by the Luxembourgish Ministry of Education. These regulations entail four criteria according to which decisions about the assignment should be made. With the study at hand, it was examined whether teachers meet these four criteria when assigning students to either the academic track or the vocational track of secondary school. We conducted multi-level regression analyses on a representative sample of 2,731 Luxembourgish primary school 6th graders. Six major results were obtained. (1) Students’ school marks in language courses were most predictive for school placement decisions. (2) School marks were on average of more predictive value than were scores of standardized scholastic achievement tests. (3) Working and learning habits of the students played a role when teachers made their school placement decisions. (4) There was a strong positive relationship between the teachers’ placement decisions and the parents’ schooling preferences. (5) The socio-economic back- ground of the students did substantially affect school placement decisions. (6) Even when achievement variables were controlled for, migration background of students contributed significantly to teachers’ school placement decisions. [less ▲]

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See detailImproving teachers’ judgments: Accountability affects teachers’ tracking decisions
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL; Klapproth, Florian UL et al

in International Journal of Technology and Inclusive Education (2012), 1

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See detailLeistungsbeurteilungen von Schulkindern: Welche Rolle spielen Ziele und Expertise der Lehrkraft?
Krolak-Schwerdt, Sabine UL; Böhmer, Matthias UL; Gräsel, Cornelia

in Zeitschrift für Entwicklungspsychologie und Padagogische Psychologie (2012), 44

This article investigates the influence of different goals in processing students’ attributes (e. g., mathematical achievement in a test) on inferences and achievement judgments. Teachers as experts and ... [more ▼]

This article investigates the influence of different goals in processing students’ attributes (e. g., mathematical achievement in a test) on inferences and achievement judgments. Teachers as experts and university students of natural sciences as laymen received a case report. Participants were instructed to either form an impression of the personality and the performance of the student (impression formation goal) or to predict his/her future performance (prediction goal). Afterwards participants summarized the case report in their own words and judged the academic achievements of the described student. With the prediction goal, experts proceeded by focusing on the attributes of a student; with the impression formation goal, they used a given social category. Laymen’s processing was not influenced by goals. [less ▲]

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See detailAccountability as a moderator of teachers' tracking decisions: Two experimental studies
Glock, Sabine UL; Klapproth, Florian UL; Böhmer, Matthias UL et al

in Shoniregun, C. A.; Akmayeva, G. A. (Eds.) Ireland International Conference on Education - IIEC 2012 proceedings (2012)

In some European countries, teachers select students for entry into different secondary school types on the basis of students’ achievement level. In Luxembourg, teachers join a council to select students ... [more ▼]

In some European countries, teachers select students for entry into different secondary school types on the basis of students’ achievement level. In Luxembourg, teachers join a council to select students. PISA provided evidence that students with immigration background and/or low socioeconomic status are underrepresented in the highest school track. The question arises whether teachers’ tracking decisions are biased towards non-performance-related cues. Dual process theories of judgment suggest accountability to be a moderator of judgment accuracy. Judgments of highly accountable teachers should be less biased through non-performance-related cues than those of teachers with low accountability. In groups, diffusion of responsibility may occur, thereby reducing accountability of the individual members. We designed two experiments to investigate whether teachers’ tracking decisions differ given different levels of accountability. In both studies, teachers in the high accountability condition did not rely on nonperformance- related cues. Increasing accountability for teachers’ decisions could reduce disadvantages of immigration and low SES students. [less ▲]

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See detailSchool placement decisions in Luxembourg: Do teachers meet the Education Ministry’s standards?
Klapproth, Florian UL; Glock, Sabine UL; Böhmer, Matthias UL et al

in Literacy Information and Computer Education Journal (2012), 1

Detailed reference viewed: 133 (20 UL)
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See detailWhen does students’ gender affect teachers’ school placement decisions? An experimental study with Luxembourgish primary school teachers
Böhmer, Matthias UL; Glock, Sabine; Klapproth, Florian et al

Scientific Conference (2011, October)

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See detailDer Einfluss von Verbindlichkeit auf Schullaufbahnempfehlungen: Eine experimentelle Untersuchung
Klapproth, Florian; Glock, Sabine; Böhmer, Matthias UL et al

Scientific Conference (2011, September)

Detailed reference viewed: 24 (0 UL)
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See detailThe role of accountability in school placement decisions: An experimental study
Klapproth, Florian; Böhmer, Matthias UL; Glock, Sabine et al

Scientific Conference (2011, August)

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See detailExpertise und diagnostische Urteilsbildung : ein sozial-kognitiver Ansatz
Böhmer, Matthias UL

Doctoral thesis (2011)

In this thesis experts’ diagnostic judgment formation is seen as a social cognitive process: It is analyzed as a person-related judgment and is investigated according to the social cognition paradigm. The ... [more ▼]

In this thesis experts’ diagnostic judgment formation is seen as a social cognitive process: It is analyzed as a person-related judgment and is investigated according to the social cognition paradigm. The theoretical foundation is provided by dual process models (e.g. continuum model), which assume two different strategies of person-related information processing in order to form a judgment. The heuristic strategy is characterized by a categorization process and the corresponding activation of a specific person category. The information integrating strategy focuses on individual characterization of a person and the corresponding collection and integration of individual person attributes. A judge’s expertise is acknowledged to have an essential influence on the process of judgment formation. Experts, in contrast to laymen, are able to switch between the two strategies. The degree to which diagnostic judgment formation can be described by means of dual process models is investigated in a series of four quasi-experiments including psychotherapists and teachers as experts and students and staff members of Saarland University as laymen. Thus, social judgment formation is compared in two different domains. Two experiments focus on judgment itself by measuring judgmental data. The two other experiments focus on attention allocation and person memory by measuring self-paced reading time and free recall. Results show the expected pattern in both professional domains. Both psychotherapists and teachers are able to switch between the two strategies. So experts’ diagnostic judgment formation can be described by means of dual process models. [less ▲]

Detailed reference viewed: 253 (9 UL)