Can teachers accurately predict student performance?
Keith W. Thiede, Jonathan L. Brendefur, Richard D. Osguthorpe, Michele B. Carney, Amanda Bremner, Sam Strother, Steven Oswalt, Jennifer L. Snow, Boise State University, United States ; John Sutton, Dan Jesse, RMC Research Corporation, United States
TATE Volume 49, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills.
Thiede, K.W., Brendefur, J.L., Osguthorpe, R.D., Carney, M.B., Bremner, A., Strother, S., Oswalt, S., Snow, J.L., Sutton, J. & Jesse, D. (2015). Can teachers accurately predict student performance?. Teaching and Teacher Education: An International Journal of Research and Studies, 49(1), 36-44. Elsevier Ltd.