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

该项目的主要目标是将迄今为止单独分析的教师判断准确性的两个组成部分——教师对学生特征的感知和任务特征——以一种综合的方法结合起来，并分析这两个组成部分之间的相互作用，作为个性化/适应性教学的核心要素。在模拟课堂的范式中，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，分析教师的认知过程和判断。特别关注的是显式判断特征以及过程参数，例如内存指示器、查看延迟和任务选择模式。在此基础上，推导出教师对学生和任务特征感知判断准确性的指标。这些指标用于回答项目的核心研究问题：教师准确感知学生能力的能力在多大程度上是作为一个人的特征，以及任务困难作为另一个任务的特征，这是两个可区分和相互作用的结构，可以通过综合研究方法获得？以社会认知模型为基础，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，使用了一种新的扩展版本的模拟教室，其中执行了任务特征。模拟课堂的扩展版本允许在测试极限方法的意义上通过结合个人和任务特征来分析教师的判断准确性，并确定判断准确性的个体之间和个体内部变化的原因。此外，有可能测试当前关于教师判断的研究结果是否可以复制，以及在多大程度上可以复制，这些研究结果是使用模拟课堂的简化版本产生的。我们假设——并将被测试——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，并且任务难度建模的方法导致了教师诊断判断要求的更现实的画面。

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.