Bericht an die DFG zum DFG-Projekt "Diagnostische Kompetenz von Grundschullehrern bei der Erstellung der Übergangsempfehlung: Eine Analyse aus der Perspektive der sozialen Urteilsbildung"

Report (2010)

Diagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der Übergangsempfehlung: eine Analyse aus der Perspektive der sozialen Urteilsbildung

in Zeitschrift für Pädagogik (2010), 56(Sonderheft), 286-295

Der Einfluss des Verarbeitungsziels auf die schulische Leistungsbeurteilung: Ein Experten-Novizen-Vergleich

Scientific Conference (2009, September)

Diagnostic relevant information in school transition recommendations – Teachers’ point of view

Scientific Conference (2009, August)

Urteilsfehler in der schulischen Leistungsbeurteilung: Der Einfluss von Verarbeitungszielen und Expertise

Scientific Conference (2009, March)

Urteilsverzerrungen in der schulischen Leistungsbeurteilung: Eine experimentelle Studie zu Ankereffekten

in Zeitschrift für Pädagogische Psychologie (2009), 23

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our ... [more ▼]

The aim of the study is to investigate anchoring effects in teachers’ assessment. Anchoring effects occur when a preceding judgement influences a subsequent judgement of the same target or task. Our experiment investigates whether teachers use the anchoring heuristic in student assessments and if its occurrence is moderated by the processing goal and teachers’ expertise. We assume that people use processing strategies according to their actual processing goals. Whereas experts are able to choose an adequate information processing depending on the situation, novices are assumed to be more susceptible to use heuristics, e.g. the anchoring heuristic, independent of their actual processing goal. In our experiment expert teachers and teacher students were asked to assess written tests of a student. They received case material including a neutral description and two tests (German and Math). Participants were either instructed to form a first impression of the student (impression formation goal) or to give an educational recommendation (prognosis goal). After reading the case material, the participants received the anchor: They were told that an experienced teacher had already assessed the tests and marked them with a grade of 2 (high anchor) or 4 (low anchor). Afterwards they had to assess the tests by themselves. Results revealed an interaction effect of expertise, anchor and processing goal. Expert teachers who assessed the student’s performance in the German test with the goal of giving an educational recommendation did not use the anchoring heuristic. Furthermore, results showed only a main effect of the anchor when assessing the math test. The assessments of the math test were assimilated to the given anchor independent of the actual processing goal or the teachers’expertise. [less ▲]

Verarbeitung von schülerbezogener Information als zielgeleiteter Prozess: Der Lehrer als "flexibler Denker"

in Zeitschrift für Pädagogische Psychologie (2009), 23

The present study investigates the influence of different goals in processing students’ attributes on attention allocation and person memory. For this purpose, case reports were presented to teachers as ... [more ▼]

The present study investigates the influence of different goals in processing students’ attributes on attention allocation and person memory. For this purpose, case reports were presented to teachers as experts (Experiment 1) and University students of natural sciences as laymen (Experiment 2). Participants read the case reports either with the instruction (a) to form an impression of the described students (impression formation goal) or (b) to predict their future performance (prognosis goal). Self-paced reading time and free recall were measured. With the goal of prognosis, experts directed attention to and recalled students’ individual attributes. With the goal of impression formation, experts used an available social category. In contrast, laymen’s processing was not influenced by goals. [less ▲]

Diagnostische Kompetenz beim Übergang von der Grundschule in die weiterführende Schule: Die Perspektive der Lehrkräfte

Scientific Conference (2008, August)

Ankereffekte in der schulischen Leistungsbeurteilung: Hat Berufserfahrung einen Einfluss auf Urteilsfehler im Rahmen schulischer Leistungsdiagnostik?

Scientific Conference (2008, March)