References of "Dünnebier, Katrin"
     in
Bookmark and Share    
Peer Reviewed
See detailAnchoring effects in teachers’ assessment of student performance: Two experimental studies
Dünnebier, Katrin; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

Scientific Conference (2009, August)

Detailed reference viewed: 34 (0 UL)
Peer Reviewed
See detailUrteilsfehler in der schulischen Leistungsbeurteilung: Der Einfluss von Verarbeitungszielen und Expertise
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL; Dünnebier, Katrin et al

Scientific Conference (2009, March)

Detailed reference viewed: 125 (0 UL)
Full Text
Peer Reviewed
See detailUrteilsverzerrungen in der schulischen Leistungsbeurteilung: Eine experimentelle Studie zu Ankereffekten
Dünnebier, Katrin; Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

in Zeitschrift für Pädagogische Psychologie (2009), 23

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our ... [more ▼]

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our experiment investigates whether teachers use the anchoring heuristic in student assessments and if its occurrence is moderated by the processing goal and teachers’ expertise. We assume that people use processing strategies according to their actual processing goals. Whereas experts are able to choose an adequate information processing depending on the situation, novices are assumed to be more susceptible to use heuristics, e.g. the anchoring heuristic, independent of their actual processing goal. In our experiment expert teachers and teacher students were asked to assess written tests of a student. They received case material including a neutral description and two tests (German and Math). Participants were either instructed to form a first impression of the student (impression formation goal) or to give an educational recommendation (prognosis goal). After reading the case material, the participants received the anchor: They were told that an experienced teacher had already assessed the tests and marked them with a grade of 2 (high anchor) or 4 (low anchor). Afterwards they had to assess the tests by themselves. Results revealed an interaction effect of expertise, anchor and processing goal. Expert teachers who assessed the student’s performance in the German test with the goal of giving an educational recommendation did not use the anchoring heuristic. Furthermore, results showed only a main effect of the anchor when assessing the math test. The assessments of the math test were assimilated to the given anchor independent of the actual processing goal or the teachers’expertise. [less ▲]

Detailed reference viewed: 293 (8 UL)