Improving the Accuracy of Teachers' Judgments of Student Learning

Authors

Keith W. Thiede, Boise State UniversityFollow
Jonathan L. Brendefur, Boise State UniversityFollow
Michele B. Carney, Boise State UniversityFollow
Joe Champion, Boise State UniversityFollow
Lindsey Turner, Boise State UniversityFollow
Roger Stewart, Boise State UniversityFollow
Richard D. Osguthorpe, Boise State UniversityFollow

Document Type

Article

Publication Date

11-2018

Abstract

We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither—a control group. Teachers' judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers' judgments and student achievement.

Publication Information

Thiede, Keith W.; Brendefur, Jonathan L.; Carney, Michele B.; Champion, Joe; Turner, Lindsey; Stewart, Roger; and Osguthorpe, Richard D. (2018). "Improving the Accuracy of Teachers' Judgments of Student Learning". Teaching and Teacher Education, 76, 106-115. https://doi.org/10.1016/j.tate.2018.08.004