A framework for explaining teachers’ diagnostic judgements by cognitive modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has...
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| Main Authors: | , , |
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| Format: | Article (Journal) |
| Language: | English |
| Published: |
5 March 2020
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| In: |
Teaching and teacher education
Year: 2020, Volume: 91 |
| ISSN: | 0742-051X |
| DOI: | 10.1016/j.tate.2020.103059 |
| Online Access: | Verlag, lizenzpflichtig, Volltext: https://doi.org/10.1016/j.tate.2020.103059 Verlag, lizenzpflichtig, Volltext: http://www.sciencedirect.com/science/article/pii/S0742051X19306274 
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| Author Notes: | Katharina Loibl, Timo Leuders, Tobias Dörfler |
| Summary: | Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling). It aims at supporting (existing or envisioned) research that strives to test cognitively oriented explanations for processes and products of diagnostic judgements of teachers. |
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| Item Description: | Gesehen am 17.12.2020 |
| Physical Description: | Online Resource |
| ISSN: | 0742-051X |
| DOI: | 10.1016/j.tate.2020.103059 |