Improving the accuracy of teachers' judgments of student learning
Keith W. Thiede, Jonathan L. Brendefur, Michele B. Carney, Joe Champion, Lindsey Turner, Roger Stewart, Richard D. Osguthorpe
TATE Volume 76, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither—a control group. Teachers' judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers' judgments and student achievement.
Thiede, K.W., Brendefur, J.L., Carney, M.B., Champion, J., Turner, L., Stewart, R. & Osguthorpe, R.D. (2018). Improving the accuracy of teachers' judgments of student learning. Teaching and Teacher Education: An International Journal of Research and Studies, 76(1), 106-115. Elsevier Ltd.