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Improving Teachers’ Judgments

Obtaining Change Through Cognitive Processes

  • Chapter
Teachers’ Professional Development

Part of the book series: The Future of Education Research ((FUTU))

Abstract

A central aspect of teachers’ professional competence is the ability to judge students’ achievements adequately. Giving grades and marks is the prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Other judgments are more implicit in that no specific judgment is required, but students’ achievements are estimated intuitively. Examples are decisions made during class such as “calling on a particular student”.

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Authors and Affiliations

  1. University of Luxembourg, Luxembourg

    Ineke Pit-Ten Cate

  2. University of Luxembourg, Luxembourg

    Sabine Krolak-Schwerdt

  3. University of Luxembourg, Luxembourg

    Sabine Glock

  4. University of Luxembourg, Luxembourg

    Maria Markova

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  1. Ineke Pit-Ten Cate
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  2. Sabine Krolak-Schwerdt
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  3. Sabine Glock
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  4. Maria Markova
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Editors and Affiliations

  1. University of Luxembourg, Luxembourg

    Sabine Krolak-Schwerdt

  2. University of Luxembourg, Luxembourg

    Sabine Glock

  3. University of Luxembourg, Luxembourg

    Matthias Böhmer

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Cate, I.PT., Krolak-Schwerdt, S., Glock, S., Markova, M. (2014). Improving Teachers’ Judgments. In: Krolak-Schwerdt, S., Glock, S., Böhmer, M. (eds) Teachers’ Professional Development. The Future of Education Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-536-6_4

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