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

该项目的主要目标是将教师判断准确性的两个迄今单独分析的组成部分--教师对学生特征和任务特征的感知--结合在一起，并分析这两个组成部分的相互作用，作为个性化/适应性教学的中心要素。在模拟课堂的范式中，教师与不同能力水平的学生进行互动，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，如记忆指示器、观看延迟和任务选择的模式。在此基础上，得出教师感知学生特征和任务特征的判断准确度指标。这些指标被用来回答项目的中心研究问题：教师在多大程度上准确地感知学生的能力，一方面是作为人的特征的学生能力，另一方面是作为任务特征的任务困难，这两个可通过综合研究方法获得的不同和相互作用的结构？在社会认知模型的基础上，本研究的目的是确定教师对学生能力和任务困难的准确感知的策略和认知过程。在班贝格和卢森堡进行的四项计划实验研究中，使用了新的扩展版的模拟课堂，在模拟课堂中实施了任务特征。模拟课堂的扩展版本允许通过结合人和任务的特征来分析教师判断的准确性，在测试极限方法的意义上，并确定判断准确性的个体间和个体内差异的原因。此外，可以测试目前关于教师判断的研究结果是否以及在多大程度上可以复制，这些研究结果是使用简化的模拟课堂产生的。这是假设--并将被检验--教师的判断和他们的认知过程在两个版本的模拟课堂中是不同的，并且模拟任务难度的方法导致了对教师诊断判断要求的更真实的描述。

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.