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

doi:10.1016/j.tate.2018.08.004

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

Boise State University

Research output: Contribution to journal › Article › peer-review

21 Scopus citations

Abstract

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.

Original language	American English
Pages (from-to)	106-115
Number of pages	10
Journal	Teaching and Teacher Education
Volume	76
DOIs	https://doi.org/10.1016/j.tate.2018.08.004
State	Published - Nov 2018

EGS Disciplines

Curriculum and Instruction
Teacher Education and Professional Development

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10.1016/j.tate.2018.08.004

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title = "Improving the Accuracy of Teachers' Judgments of Student Learning",

abstract = "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.",

author = "Thiede, {Keith W.} and Brendefur, {Jonathan L.} and Carney, {Michele B.} and Joe Champion and Lindsey Turner and Roger Stewart and Osguthorpe, {Richard D.}",

note = "Publisher Copyright: {\textcopyright} 2018 Elsevier Ltd",

year = "2018",

month = nov,

doi = "10.1016/j.tate.2018.08.004",

language = "American English",

volume = "76",

pages = "106--115",

journal = "Teaching and Teacher Education",

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T1 - Improving the Accuracy of Teachers' Judgments of Student Learning

AU - Thiede, Keith W.

AU - Brendefur, Jonathan L.

AU - Carney, Michele B.

AU - Champion, Joe

AU - Turner, Lindsey

AU - Stewart, Roger

AU - Osguthorpe, Richard D.

PY - 2018/11

Y1 - 2018/11

N2 - 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.

AB - 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.

UR - https://scholarworks.boisestate.edu/cifs_facpubs/198

UR - http://www.scopus.com/inward/record.url?scp=85052869821&partnerID=8YFLogxK

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DO - 10.1016/j.tate.2018.08.004

M3 - Article

SN - 0742-051X

VL - 76

SP - 106

EP - 115

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

Improving the Accuracy of Teachers' Judgments of Student Learning

Abstract

EGS Disciplines

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