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26 - Teachers’ Judgments of Student Learning of Mathematics

from Part V - Metacognition

Published online by Cambridge University Press:  08 February 2019

By
Keith W. Thiede ,
Steven Oswalt ,
Jonathan L. Brendefur ,
Michele B. Carney  and
Richard D. Osguthorpe
Edited by
John Dunlosky  and
Katherine A. Rawson
John Dunlosky
Affiliation:
Kent State University, Ohio
Katherine A. Rawson
Affiliation:
Kent State University, Ohio
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Summary

Relatively little is known about what cues teachers use while teaching to judge student learning. It has been hypothesized that formative assessments provide highly diagnostic cues for judging student learning. This chapter provides the first empirical evidence linking use of formative assessments to judgment accuracy.
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Chapter
Information
The Cambridge Handbook of Cognition and Education , pp. 678 - 695
Publisher: Cambridge University Press
Print publication year: 2019

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