Judgment accuracy of preservice teachers regarding student performance: The influence of attention allocation |
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| Institution: | 1. Biology Education, Department I, Faculty of Biology, Ludwig-Maximilians-Universität München, Munich, Germany;2. Friedl Schöller Endowed Chair for Educational Psychology, School of Education, Technical University of Munich (TUM), Germany;1. Cato College of Education, University of North Carolina, Charlotte, USA;2. College of Education and Human Development, Texas A&M University, USA;1. Durham University, England, UK;2. Queens University, Canada;3. Netley Marsh Infant School, England, UK |
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| Abstract: | We investigate whether the attention payed to students’ learning status predicts judgment accuracy of preservice teachers and whether this attention moderates the effect of student characteristics on judgment accuracy. In a virtual classroom, 168 preservice teachers judged the math-performance of 12 students. The attention allocation (AA) was operationalized twofold (“mean AA” and “student-specific AA”) both via log-file data. Mean AA predicted the judgment accuracy (rank component) positively. A higher student-specific AA reduced the “level error”. A moderating effect only occurs for student-specific AA but not for mean AA. We conclude that judgment accuracy can be improved through increased AA. |
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