Document Type

Article

Publication Date

11-2021

Abstract

We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.

Comments

Erratum in: Teaching and Teacher Education (2021), vol. 107, no. 103483. The original published version of this article (doi: 10.1016/j.tate.2021.103386) contained a number of errors and a corrected version has been issued (doi: 10.1016/j.tate.2021.103482). See erratum publication for details at https://doi.org/10.1016/j.tate.2021.103483.

Please note that the corrected version is available on this record page.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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