
06644857
j
2016f.00315
Gabriele, Anthony J.
Joram, Elana
Park, Ki H.
Elementary mathematics teachers' judgment accuracy and calibration accuracy: do they predict students' mathematics achievement outcomes?
Learn. Instr. 45, 4960 (2016).
2016
Elsevier, Amsterdam; European Association for Research on Learning and Instruction (EARLI), Leuven
EN
C49
D40
D60
C70
C30
D50
teacher knowledge
judgment accuracy
instructional decisionmaking
metacognitive monitoring
student achievement
doi:10.1016/j.learninstruc.2016.06.008
Summary: In this study we investigated whether elementary mathematics teachers' knowledge of their students, as reflected in both the accuracy and confidence with which they are able to estimate their students' taskspecific performance on sets of mathematics problems, predicted students' overall mathematics achievement. Thirtynine teachers made predictions about the performance of a random sample of target students ($n=150$) in their classrooms on sets of ``easy'' and ``difficult'' multiplication and division problems. Teachers also provided confidence ratings for those judgments. From these data, indicators of teachers' judgment accuracy, judgment confidence and calibration accuracy (a measure of metacognitive monitoring) were then related to all of their students' ($n=834$) performance on yearend standardized mathematics achievement tests. Multilevel analyses indicate that teachers' calibration accuracy, but not their taskspecific judgment accuracy, significantly predicted students' mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.