The Relationship Between Teachers' Cue-Utilization and Their Monitoring Accuracy of Students' Text Comprehension

Janneke van de Pol, Tamara van Gog, Keith Thiede

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Abstract

We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.

Original languageAmerican English
JournalCurriculum, Instruction, and Foundational Studies Faculty Publications and Presentations
StatePublished - 1 Nov 2021

Keywords

  • cue-diagnosticity
  • cue-utilization
  • student text comprehension
  • teacher judgment accuracy
  • teacher monitoring accuracy

EGS Disciplines

  • Curriculum and Instruction
  • Teacher Education and Professional Development

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