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Teachers´ judgments and decision making: Studies concerning the transition from primary to secondary education and their implications for teacher education
Krolak-Schwerdt, Sabine; Pit-Ten Cate, Ineke; Hörstermann, Thomas
2018In Zlatkin-Troitschanskaia, Olga; Toepper, M.; Pant, H.A. et al. (Eds.) Assessment of Learning Outcomes in Higher Education – Cross-national Comparisons and Perspectives
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Keywords :
diagnostic competence; judgment accuracy; school track decisions; information processing strategies; social inequalities in school
Abstract :
[en] Accuracy in assessing academic achievement and potential is a core component of teachers’ diagnostic competence. Large-scale studies in the Luxembourgish and German educational systems show that teachers’ secondary school track decisions are biased by a student’s social background. Therefore, biased assessment of students may contribute to the social inequalities observed in secondary schools in both countries. Within a social cognitive framework of dual-process theories, bias is explained by heuristic information processing, which, in contrast to information-integrating processing, relies on stereotype-based expectations to form judgments about students. A series of experimental studies investigated the information processing strategies of teachers, identifying a low accountability of the decision setting and a high consistency of student information as key moderators that promote stereotype-based information processing strategies in teachers’ school track decisions. Similar effects were shown for novice teachers at the beginning of their professional career. Further research evaluated intervention modules based on increased accountability, feedback, and increased knowledge about judgment formation processes. Results demonstrated that all evaluated intervention modules led to higher judgment accuracy and more information-integrating processing. Reviewing current models of teachers’ diagnostic competence, the findings on teachers’ information processing emphasized the need to include situational and process-oriented components into models of diagnostic competence. Beside a cognitive component – the ability to form accurate and unbiased judgments – diagnostic competence includes an adaptive choice of information processing strategies, depending on the accountability and information consistency of the judgment setting. Results on intervention modules gave insights how to increase diagnostic competence in teacher education programs.
Disciplines :
Social, industrial & organizational psychology
Author, co-author :
Krolak-Schwerdt, Sabine ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Pit-Ten Cate, Ineke ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
Hörstermann, Thomas ;  University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS)
External co-authors :
no
Language :
English
Title :
Teachers´ judgments and decision making: Studies concerning the transition from primary to secondary education and their implications for teacher education
Publication date :
March 2018
Main work title :
Assessment of Learning Outcomes in Higher Education – Cross-national Comparisons and Perspectives
Editor :
Zlatkin-Troitschanskaia, Olga
Toepper, M.
Pant, H.A.
Lautenbach, C.
Kuhn, C.
Publisher :
Springer, Dordrecht, Netherlands
ISBN/EAN :
978-3-319-74338-7
Collection name :
Methodology of Educational Measurement and Assessment
Pages :
73-101
Peer reviewed :
Peer reviewed
Focus Area :
Educational Sciences
FnR Project :
FNR784116 - School Transitions From Primary To Secondary School: Development Of Intervention Strategies To Improve The Quality Of Teachers' Transition Decisions, 2010 (01/05/2011-30/04/2014) - Sabine Krolak-schwerdt
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