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

Report (in press)

Detailed reference viewed: 88 (10 UL)
Full Text
Peer Reviewed
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 ▲]

Detailed reference viewed: 48 (1 UL)
Full Text
Peer Reviewed
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)

Detailed reference viewed: 156 (17 UL)
Peer Reviewed
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)

Detailed reference viewed: 41 (5 UL)
Full Text
Peer Reviewed
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

Detailed reference viewed: 81 (8 UL)
See detailInvited talk - Diagnostische Kompetenzen
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL

Scientific Conference (2013, October)

Detailed reference viewed: 11 (0 UL)
Peer Reviewed
See detailDie Erfassung diagnostischer Kompetenz mit Fallvignetten: Welche Rolle spielen Kontextinformationen?
Gräsel, Cornelia; Böhmer, Ines; Hörstermann, Thomas UL et al

Scientific Conference (2013, March)

Detailed reference viewed: 32 (0 UL)
Full Text
Peer Reviewed
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 ▲]

Detailed reference viewed: 92 (10 UL)
Peer Reviewed
See detailÜbergangsentscheidungen am Ende der Grundschulzeit. Die Entscheidungsprozesse der Lehrkräfte.
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL; Böhmer, Ines et al

Scientific Conference (2013)

Detailed reference viewed: 23 (2 UL)
Peer Reviewed
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)

Detailed reference viewed: 27 (1 UL)
Full Text
Peer Reviewed
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 ▲]

Detailed reference viewed: 120 (7 UL)
Full Text
Peer Reviewed
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: 138 (38 UL)
Peer Reviewed
See detailDie Informationssuche der Lehrkräfte bei der Erstellung der Übergangsempfehlung. Eine Mouselab-Untersuchung
Nölle, Ines; Hörstermann, Thomas UL; Gräsel, Cornelia et al

Scientific Conference (2011, March)

Detailed reference viewed: 13 (0 UL)
Full Text
See detailDie Übergangsempfehlung am Ende der Grundschulzeit. Welche Merkmale von Schülerinnen und Schülern erachten Lehrkräfte als übergangsrelevant?
Nölle, Ines; Gräsel, Cornelia; Hörstermann, Thomas UL et al

in Schulverwaltung: Zeitschrift für Schulleitung und Schulaufsicht, Nordrhein-Westfalen (2011), 22

Detailed reference viewed: 41 (7 UL)
Peer Reviewed
See detailDiagnostic competence in school transition recommendations
Gräsel, Cornelia; Nölle, Ines; Krolak-Schwerdt, Sabine UL et al

Scientific Conference (2010, October)

Detailed reference viewed: 14 (0 UL)