Publication Date

12-2019

Date of Final Oral Examination (Defense)

10-25-2019

Type of Culminating Activity

Thesis

Degree Title

Master of Arts in Education, Curriculum and Instruction

Department

Curriculum, Instruction, and Foundational Studies

Major Advisor

Keith Thiede, Ph.D.

Advisor

Richard Osguthorpe, Ph.D.

Advisor

Michele Carney, Ph.D.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Teachers make a variety of judgments as they teach. The accuracy of these judgments may influence instruction and student achievement. The present investigation examined (a) how accurately religious educators judge student learning, (b) what cues religious educators report using to judge student learning, and (c) how cue utilization affects the accuracy of judgments of student learning. The research in this study shows the accuracy of judgments for participating teachers is significantly lower than the average judgment accuracy reported in a recent review of teacher judgment literature (Südkamp et al., 2012). The cues participating teachers self-reported using for judging student learning fell into four categories: class performance, personal attributes, external factors, and class behavior. Judgment accuracy is greater for teachers who reported using cues related to class performance than for those who did not. Judgment accuracy is greater for those who did not report using personal attributes as a cue than for those who did. These results are explained in the context of the cue-utilization framework (Koriat, 1997).

DOI

10.18122/td/1619/boisestate

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