id: 06169742
dt: a
an: 2013c.00195
au: Brunner, Martin; Anders, Yvonne; Hachfeld, Axinja; Krauss, Stefan
ti: The diagnostic skills of mathematics teachers.
so: Kunter, Mareike (ed.) et al., Cognitive activation in the mathematics
classroom and professional competence of teachers. Results from the
COACTIV Project. New York, NY: Springer (ISBN 978-1-4614-5148-8/hbk;
978-1-4614-5149-5/ebook). Mathematics Teacher Education 8, 229-248
(2013).
py: 2013
pu: New York, NY: Springer
la: EN
cc: C49 B50 C70 D60
ut: diagnostic skills; achievement; learning process; teachers’ judgement
ci:
li: doi:10.1007/978-1-4614-5149-5_11
ab: Summary: Teachers apply their diagnostic skills when grading students’
work as well as when preparing lessons and monitoring students’
understanding during the learning process. Previous research on
teachers’ diagnostic skills has focused on teachers at elementary
level. Drawing on a large German sample of mathematics teachers at
secondary level, this chapter empirically addresses three key questions
on teachers’ diagnostic skills (depending on the research question,
the number of teachers with valid data varied between $n=155$ and
$n=331$). The results showed that (a) the accuracy of teachers’
judgments of their classes’ achievement level, distribution of
achievement, and motivation is relatively low, (b) diagnostic skills do
not represent a one-dimensional but a multidimensional construct, and
(c) teachers’ diagnostic skills (in terms of tasks-related judgment
error and diagnostic sensitivity) have a positive influence on their
students’ achievement gains in mathematics. Training and fostering
teachers’ diagnostic skills seems thus to be highly relevant for the
valid assignment of grades and for student progress.
rv: