Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language

被引：15

作者：

Jansen, Thorben ^{[1
]}

Vogelin, Cristina ^{[2
]}

Machts, Nils ^{[1
]}

Keller, Stefan ^{[2
]}

Koeller, Olaf ^{[3
]}

Moeller, Jens ^{[1
]}

机构：

[1] Univ Kiel, Inst Psychol Learning & Instruct, Olshausenstr 75, D-24118 Kiel, Germany

[2] Univ Basel, Inst Educ Sci, Hofackerstr 30, CH-4132 Muttenz, Switzerland

[3] Univ Kiel, Leibniz Inst Sci & Math Educ, Olshausenstr 62, D-24118 Kiel, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 97卷

基金：

瑞士国家科学基金会;

关键词：

Teacher judgment accuracy; Foreign language writing; Automated essay scoring; PEDAGOGICAL CONTENT KNOWLEDGE; PROFESSIONAL KNOWLEDGE; MATHEMATICS TEACHERS; FORMATIVE ASSESSMENT; COMPETENCE; ACHIEVEMENT; PERCEPTIONS; INVENTORY;

D O I：

10.1016/j.tate.2020.103216

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher judgment accuracy (TJA) is a central part of diagnostic competence. Research has revealed heterogeneous results regarding teacher characteristics as determinants of TJA. In the present experi-mental study N = 36 experienced and N = 47 student teachers holistically and analytically assessed four student essays. We compared the judgments of teachers and student teachers to machine scores and expert ratings. Experienced teachers' judgments were more negative than student teachers', and both judgments were more negative than those made by experts, and the machine. The results remained stable, even after controlling for content knowledge. They are discussed in relation to the assumption of an expert-blind-spot. (C) 2020 Elsevier Ltd. All rights reserved.

引用

页数：11

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