Differences Between Teachers and Students in Judgment Accuracy and Cue-Utilization for Comprehension of Causal Relations: An Explorative Approach.

Abstract

This study takes an explorative approach to judgments of student learning from causal relations in an explanatory text by both teachers and students. First, the possible differences in judgment accuracy between teachers and students is examined, to assess to which extent they can accurately predict student performance. Second, differences in cue-utilization (the correlation between judgments of student learning and specified cues) for teachers and students are explored. Teachers and students may use different cues prior to making judgments about learning. Differences in cue-utilization could explain for possible variances in judgment accuracy between teachers and students. Teachers’ and students’ judgment accuracy and cue-utilization will be examined by the use of the diagram completion task, which is assumed to contribute to a mental representation or situation model of the causal relations presented in a text.