Publication Date
8-2024
Date of Final Oral Examination (Defense)
6-20-2024
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Curriculum and Instruction
Department Filter
Curriculum, Instruction, and Foundational Studies
Department
Curriculum, Instruction, and Foundational Studies
Supervisory Committee Chair
Keith Thiede, Ph.D.
Supervisory Committee Co-Chair
Siduri Haslerig, Ph.D.
Supervisory Committee Member
Rich Osguthorpe, Ph.D.
Abstract
Teachers make a variety of judgments as they teach. The accuracy of these judgments may influence instruction and student achievement. Furthermore, research shows that teachers use cues to make these judgments, and the type of cues significantly impact the accuracy of their judgments. (Koriat, 1997). The present investigates (a) how accurately participating teachers judge student performance across levels of learning, (b) what cues teachers report using for these judgments, and (c) whether the cues teachers use influence the accuracy of judgments of student performance on tests of knowledge and application. This study shows that levels of learning did not affect judgment accuracy across levels of learning. However, cue use did differ across levels of learning. Teachers who used class performance cues had significantly higher accuracy than those who did not for both the knowledge test and the application test. Teachers who used class behavior cues were more likely to judge less accurately than those who did not for the knowledge test.
DOI
https://doi.org/10.18122/td.2271.boisestate
Recommended Citation
Lyons, Kyle, "Does the Level of Learning Affect the Accuracy and Cue Use for Teachers’ Judgments of Students’ Performance?" (2024). Boise State University Theses and Dissertations. 2271.
https://doi.org/10.18122/td.2271.boisestate