Diagnosegenauigkeit im Unterricht: Einschätzung der Arbeitszeiten von Schülerinnen und Schülern durch ihre Lehrkräfte
Judgement Accuracy in Class: Teachers Judgement of Students´ Working Hours
Britta Kohler
Cite this publication as
Britta Kohler, Diagnosegenauigkeit im Unterricht: Einschätzung der Arbeitszeiten von Schülerinnen und Schülern durch ihre Lehrkräfte (2015), Beltz Juventa, 69469 Weinheim, ISSN: 0340-4099, 2015 #04, S.300
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Descripción / Abstract
In der vorliegenden Studie wurde erstmals untersucht, wie akkurat Lehrkräfte die mittels Beobachtung erfassten Arbeitszeiten ihrer Schülerinnen und Schüler einzuschätzen vermögen. Dazu bearbeiteten die Lernenden Aufgaben in einem alltäglichen unterrichtlichen Kontext unter weitgehend standardisierten Bedingungen. Es nahmen drei Teilstichproben mit insgesamt N = 134 Lehrkräften und N = 3 352 Schülerinnen und Schülern aus Grundschulen und Gymnasien in den Fächern Deutsch und Mathematik teil. In allen drei Teilstichproben ergaben sich signifikante Zusammenhänge von eingeschätzten und ermittelten Arbeitszeiten. Ergebnisse weiterer Akkuratheitsindikatoren der Diagnosegenauigkeit, Interkorrelationen zwischen diesen Indikatoren sowie differenzielle Ergebnisse werden berichtet. Auffallend erscheinen enorme Unterschiede in der Diagnosegenauigkeit zwischen Lehrkräften.
Schlüsselwörter: Diagnosegenauigkeit, Arbeitszeiten von Schülerinnen und Schülern, Lehrkraft
The present study is the first to examine the accuracy of teacher judgments of their students´ working time. Teachers´ expectations of their students´ working time were compared with students´ actually required working time. Therefore, learners had to work on tasks in an everyday class context under largely standardized conditions. Three subsamples were analyzed comprising 134 teachers and 3,352 pupils from elementary and secondary schools in the subjects of mathematics and German. In all three subsamples, there were significant correlations between teacher-assessed and observed working times of students. Results regarding other indicators of diagnostic accuracy, inter-correlations between these indicators as well as differential results are reported. Large interindividual differences in the accuracy of teachers´ judgment accuracy were found.
Keywords: judgment accuracy, students´ working time, teacher
Schlüsselwörter: Diagnosegenauigkeit, Arbeitszeiten von Schülerinnen und Schülern, Lehrkraft
The present study is the first to examine the accuracy of teacher judgments of their students´ working time. Teachers´ expectations of their students´ working time were compared with students´ actually required working time. Therefore, learners had to work on tasks in an everyday class context under largely standardized conditions. Three subsamples were analyzed comprising 134 teachers and 3,352 pupils from elementary and secondary schools in the subjects of mathematics and German. In all three subsamples, there were significant correlations between teacher-assessed and observed working times of students. Results regarding other indicators of diagnostic accuracy, inter-correlations between these indicators as well as differential results are reported. Large interindividual differences in the accuracy of teachers´ judgment accuracy were found.
Keywords: judgment accuracy, students´ working time, teacher