Modelling teacher's judgement of giftedness: A methodological inquiry of biased judgment
Modelling teacher's judgement of giftedness: A methodological inquiry of biased judgment
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模拟教师对天赋的判断：对偏见判断的方法论探究
DOI：
10.1080/1359813970080203
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发表时间：
1997
影响因子：
1.8
通讯作者：
E. Hany
中科院分区：
文献类型：
--
作者：
E. Hany
以往的实证研究，关于教师判断的质量在领域中的天才儿童的识别提供了模棱两可的结果。在本文中，识别天才儿童的教师执行的过程被概念化为一个主观的决策策略。教师的决定被认为是基于学生的特点，构成教师的概率概念的天才。使用58名在天才学校学生教育方面经验丰富的教师作为样本，将他们对诊断用天才相关特征的偏好与如何诊断使用这些特征的规范模型和偏见倾向进行比较。教师对资优的主观概念的特点是认知能力和学习动机的准备方面。教师的诊断策略在一定程度上遵循规范的贝叶斯证据加权模型，但在很大程度上受到表征偏差和确认形式的影响。
Previous empirical studies concerning the quality of teacher judgment in the domain of identifying gifted children have provided equivocal results. In this paper the process of identifying gifted children performed by teachers is conceptualised as a subjective decision strategy. Teachers' decisions are assumed to be based on students' characteristics that constitute the teachers' probabilistic concept of giftedness. Using a sample of 58 teachers experienced in the education of gifted school students, their preferences of relevant characteristics of giftedness for diagnostic use are compared to normative models and biased tendencies of how to use those characteristics diagnostically. The teachers' subjective concept of giftedness is characterised by aspects of cognitive competence and motivational preparedness for learning. The teachers' diagnostic strategies follow to some extent the normative Bayesian model of weighting evidence but are substantially influenced by representation bias and by forms of conf...