Comparing global judgments and specific judgments of teachers about students' knowledge: Is the whole the sum of its parts?

Karst, Karina ; Dotzel, Stefanie ; Dickhäuser, Oliver

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URN: urn:nbn:de:bsz:180-madoc-497369
Document Type: Article
Year of publication: 2018
The title of a journal, publication series: Teaching and Teacher Education
Volume: 76
Page range: 194-203
Place of publication: Amsterdam [u.a.]
Publishing house: Elsevier Science
ISSN: 0742-051X , 1879-2480
Related URLs:
Publication language: English
Institution: School of Social Sciences > Pädagogische Psychologie (Dickhäuser 2008-)
School of Social Sciences > Unterrichtsqualität in heterogenen Kontexten (Juniorprofessur) (Karst 2016-)
Subject: 370 Education
Abstract: Teachers' judgments about students' knowledge and skills can be global or specific depending on the diagnostic situation during teaching. We test the relationship between these judgments, their accuracy, and whether global judgment (GJ) accuracy can be measured by aggregating specific judgments (SJ). Judgments of 52 primary school teachers about their students' achievement in a standardized mathematics test were assessed. SJs and GJs correlated high. However, SJs were slightly more accurate than GJs. Additionally, teachers' GJ accuracy is not similar to the accuracy of aggregated SJs. We conclude that teachers use different judgment strategies for GJs and SJs.

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