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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.


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

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

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