References of "Hörstermann, Thomas 50002007"
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See detailPrimacy effects in attention, recall and judgment patterns of simultaneously presented student information: Evidence from an eye-tracking study
Hörstermann, Thomas UL; Pit-Ten Cate, Ineke UL; Krolak-Schwerdt, Sabine UL et al

in Hughes, Gary (Ed.) Student Achievement: Perspectives, Assessment and Improvement Strategies (2016)

Social cognition research has demonstrated that processes of memory and judgment formation are not only affected by information type but also by the sequence in which this information is received. These ... [more ▼]

Social cognition research has demonstrated that processes of memory and judgment formation are not only affected by information type but also by the sequence in which this information is received. These sequence (i.e. primacy and recency) effects are of special interest if the first or last information activates a social category, as this may increase the risk of stereotypical biases in decision making. This may be especially pertinent to the educational domain as studies have shown teachers´ judgments are influenced not only by students´ academic achievement but also their social background. Therefore, this study investigated primacy effects in the assessment of student performance. This study not only assessed the impact of sequence on memory and judgment, but also measured attention via eye-tracking techniques, hence offering a more detailed test of the assumption of the primacy effect (i.e. increased attention to the first piece of information). Forty participants were presented four student descriptions, containing information on the student’s grades, standardized test results, working behavior and social background. For half of the participants, social background information was presented in the top left position on the screen and grade information in the top right position. For the other half these positions were switched. The sequence of information was therefore not predefined by the experimenter, but left to the participant, however, given the left-to-right and top-to-bottom orientation common in Western European languages, the information in the top-left position was expected to draw initial attention of participants. After reading each student description, participants recommended a fitting secondary school track and later recalled student information. The design of the study is a 2×2 factorial design, with the position order (social background vs. grades in top-left position) as a between-subject factor and type of information (social background vs. grades) as a within-subject factor. According our expectations, eye-movements (i.e. fixations during the first second of presentation), showed a significant effect of the position order. Information in the top-left position received not only more initial attention, but also more attention throughout, than the same information positioned in the top-right position, thus indicating a primacy effect in attention. This result was only partially reflected in the recall data, and no differences resulted in the accuracy of judgments. The results confirmed that the positioning of simultaneously presented information leads to a primacy effect in attention, but does not produce primacy effects in subsequent memory and judgments. In regard to the common structure of various dossiers and records, which first list a student’s name and personal information, these findings imply that such structure may maximize teachers’ attention to social background information, stating a potential source of social disparities in educational systems. [less ▲]

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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 detailRegression-based models of teacher judgments and their adequacy in reflecting differences of judgment formation
Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL

in Lausen, B.; Krolak-Schwerdt, Sabine; Böhmer, Matthias (Eds.) European conference on Data Analysis 2013: Data Analysis, Learning by Latent Structures, and Knowledge Discovery (2015)

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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 detailPredictive validity of tracking decisions: Application of a new validation criterion.
Klapproth, Florian UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

in Spiliopoulou, Myra; Schmidt-Thieme, Lars; Janning, Ruth (Eds.) Studies in classification, data analysis, and knowledge organisation: Data Analysis, Machine Learning and Knowledge Discovery. (2014)

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See detailComparing regression approaches in modelling compensatory and noncompensatory judgment formation
Hörstermann, Thomas UL; Krolak-Schwerdt, Sabine UL

in Spiliopoulou, Myra; Schmidt-Thieme, Lars; Janning, Ruth (Eds.) Studies in classification, data analysis and knowledge organization: Data Analysis, Machine Learning and Knowledge Discovery (2014)

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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 detailFaktoren-Theorem, fundamentales
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Wirtz, Markus Antonius (Ed.) Dorsch - Lexikon der Psychologie (2013)

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See detailFaktorenanalyse, konfirmatorische
Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL

in Wirtz, Markus Antonius (Ed.) Dorsch - Lexikon der Psychologie (2013)

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See detailLeistungstestwerte als Validierungskriterium von Schullaufbahnempfehlungen: Ein neuer formaler Ansatz
Klapproth, Florian UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

in Empirische Pädagogik (2013), 27

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion ... [more ▼]

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion “keeping the track” was supplemented by a criterion based on scores of standardized scholastic aptitude tests. For this purpose, students’ test scores were allocated to either of two catego­ries. These categories were separated by the test score that represented the intersection of the distribu­tions of test scores of students from either the vocational track or the academic track of Luxembour­gish secondary school. Students of the vocational track were considered as being misclassified if their test score was above the intersection test score, students of the academic track were considered as being misclassified if their test score was below the intersection test score. According to this classifi­cation rule, about 21 % of all students were misclassified. Predictive validity was estimated by the degree of agreement between school placement decisions and test categories and between school placement decisions and actual tracks, with the latter being higher than the former. The results ob­tained were discussed as indicators of both a lack of permeability of the Luxembourgish school sys­tem and placement decisions being only partially based on students’ performance. [less ▲]

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