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.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
van de Pol, Janneke; van Gog, Tamara; and Thiede, Keith. (2021). "The Relationship Between Teachers' Cue-Utilization and Their Monitoring Accuracy of Students' Text Comprehension". Teaching and Teacher Education, 107, 103482. https://doi.org/10.1016/j.tate.2021.103482