Improving the accuracy of teachers' judgments of student learning

• Published in: Teaching and teacher education Vol. 76; pp. 106 - 115
• Main Authors: Thiede, Keith W., Brendefur, Jonathan L., Carney, Michele B., Champion, Joe, Turner, Lindsey, Stewart, Roger, Osguthorpe, Richard D.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2018
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2018.08.004

We examined the effect of different professional development programs on the accuracy of teachers' judgments of their students' learning during three academic years. Teachers participated in a program focused on improving (a) use of formative assessment, (b) student-centered mathematics instruction, (c) use of both formative assessment and student-centered mathematics instruction; or (d) neither—a control group. Teachers' judgment accuracy was greater for teachers who participated in professional development around improving student-centered mathematics instruction than for other groups. A multilevel analysis showed a significant positive relation between the accuracy of teachers' judgments and student achievement. •Professional development in student-centered instruction improved the accuracy of teachers' judgments of student learning.•Professional development on formative assessment did not affect the accuracy of teachers' judgments.•Accuracy of teacher judgments were associated with student achievement.•Professional development in student-centered instruction of mathematics also improved student achievement.•Relative accuracy of teacher judgments mediated the effect of professional development on student achievement.