Can teachers accurately predict student performance?. (July 2015)

• Record Type: Journal Article
• Authors: Thiede, Keith W.; Brendefur, Jonathan L.; Osguthorpe, Richard D.; Carney, Michele B.; Bremner, Amanda; Strother, Sam; Oswalt, Steven; Snow, Jennifer L.; Sutton, John; Jesse, Dan
• Is Part Of: Teaching and teacher education. Volume 49(2015)
• Page Start: 36
• Page End: 44
• Publication Date: 2015-07
• Subjects: Teacher judgment -- Judgment accuracy -- Mathematics achievement; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2015.01.012
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: In two studies, we examined the effect of professional development to improve mathematics instruction on the accuracy of teachers' monitoring of student learning. Study 1 was conducted with 36 teachers participating in three years of professional development. Judgment accuracy was influenced by the fidelity with which what was learned in the professional development. Study 2 was conducted with 64 teachers from 8 schools, which were randomly assigned to receive professional development or serve as a control. Judgment accuracy was greater for teachers receiving professional development than for teachers who did not and teachers were better to predict students' computational skills. Highlights: Professional development improved teachers' prediction accuracy. Student achievement increased for high-fidelity implementers. Prediction accuracy improved for high-fidelity implementers. Students' test performance was greater for teachers with higher prediction accuracy.