Teacher judgment accuracy: How do task- und student variables interact?

该项目的主要目标是联合收割机结合两个迄今为止分别分析的教师判断准确性的组成部分-教师对学生特征和任务特征的看法-在一个综合的方法，并分析这两个组成部分的互动作为个性化/适应性教学的核心要素。在模拟课堂的范例中，教师与不同能力水平的学生互动，并为他们选择不同难度的项目，教师的认知过程和判断将被分析。特别关注的是明确的判断特征以及过程参数，如内存指标，查看延迟，和任务选择模式。在此基础上，教师对学生和任务特征的感知的判断准确性指标将被导出。这些指标是用来回答该项目的中心研究问题：在何种程度上是教师的能力，准确地感知学生的能力，一方面作为一个人的特点，另一方面作为一个任务的特点，任务的困难，两个不同的和相互作用的结构，可以通过一个综合的研究方法？基于社会认知模型，除其他外，目的是确定教师的策略和认知过程相关的准确感知学生的能力和任务的困难。对于四个计划的实验研究，在班贝格和埃因霍温进行，一个新的和扩展版本的模拟教室，其中任务的特点是实施。模拟教室的扩展版本允许分析教师的判断准确性相结合的人和任务的特点，在某种意义上的测试的限制方法，并确定原因间和个体内的变化的判断准确性。此外，它是可能的，以测试是否以及在何种程度上，目前的研究结果对教师的判断，使用简化版本的模拟教室，可以复制。它是假设-并将被测试-教师的判断和他们的认知过程不同的两个版本的模拟教室和建模任务难度的方法，结果在一个更现实的画面教师的诊断判断的要求。

The main goal of the project is to combine two hitherto separately analyzed components of teacher judgment accuracy - teachers' perception of student characteristics and task characteristics - in an integrated approach and to analyze the interaction of both components as a central element of individualized / adaptive teaching. Within the paradigm of the simulated classroom, in which teachers interact with students of varying competence levels and select items of varying difficulty for them, teachers' cognitive processes and judgments will be analyzed. The particular focus lays on explicit judgment characteristics as well as process parameters, such as memory indicators, viewing latencies, and patterns of task selection. Based on this, indicators of judgment accuracy for teachers' perception of student and task characteristics will be derived. These indicators are used to answer the central research question of the project: To what extent are teachers' abilities to accurately perceive student competencies as a person characteristic on the one hand, and task difficulties as a task characteristic on the other hand, two differentiable and interacting constructs that are accessible through an integrated research approach? Based on models of social cognition, among others, the aim is to identify teachers' strategies and cognitive processes related to accurate perception of student competencies and task difficulties. For the four planned experimental studies, conducted in Bamberg and Luxemburg, a new and extended version of the simulated classroom is used, in which task characteristics are implemented. The extended version of the simulated classroom allows to analyze teacher judgment accuracy by combining person and task characteristics in the sense of a testing the limits approach and to identify reasons for inter- and intra-individual variations of judgment accuracy. Furthermore, it is possible to test whether and to which degree current research findings on teacher judgments, that were generated using the reduced version of the simulated classroom, can be replicated. It is assumed - and will be tested - that teachers' judgments and their cognitive processes differ between both versions of the simulated classroom and that the approach of modeling task difficulty results in a more realistic picture of the requirements of teachers' diagnostic judgments.