University teacher judgments in problem-based learning: Their accuracy and reasoning
Lisette Wijnia, Sofie M.M. Loyens, Department of Psychology, Education and Child Studies ; Eva Derous, Department of Personnel Management, Belgium ; Henk G. Schmidt, Department of Psychology, Education and Child Studies
TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This study investigated the accuracy of 14 university teachers’ judgments. Early in the first year, university teachers rated the chance each university student in their group would successfully complete their first year as well as the entire bachelor’s program. Results show that university teachers’ chance ratings were predictive of actual academic success. However, they were more accurate in predicting success than failure. Moreover, results revealed that university teachers mostly built upon their observations of university students’ engagement and motivation, instead of students’ cognitive ability in their judgments. Unsuccessful university students received relatively more negatively framed statements than successful students did.
Wijnia, L., Loyens, S.M.M., Derous, E. & Schmidt, H.G. (2016). University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 203-212. Elsevier Ltd.