Faculty Publications

Elementary Mathematics Teachers’ Judgment Accuracy And Calibration Accuracy: Do They Predict Students’ Mathematics Achievement Outcomes?

Document Type

Article

Keywords

Instructional decision-making, Judgment accuracy, Metacognitive monitoring, Student achievement, Teacher knowledge

Journal/Book/Conference Title

Learning and Instruction

Volume

45

First Page

49

Last Page

60

Abstract

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’ task-specific performance on sets of mathematics problems, predicted students’ overall mathematics achievement. Thirty-nine 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 year-end standardized mathematics achievement tests. Multilevel analyses indicate that teachers’ calibration accuracy, but not their task-specific judgment accuracy, significantly predicted students’ mathematics achievement. Implications for future research on teacher knowledge as well as professional development programs are discussed.

Department

Department of Educational Psychology, Foundations, and Leadership Studies

Original Publication Date

10-1-2016

DOI of published version

10.1016/j.learninstruc.2016.06.008

Repository

UNI ScholarWorks, Rod Library, University of Northern Iowa

Language

en

Link to Full Text

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