Abstract
We investigated to what extent teachers' use of diagnostic cues and the accuracy with which they interpreted or judged the values of those cues affected teachers' monitoring accuracy. Forty-six secondary education teachers judged the text comprehension of six students (216 students in total). Mere use of diagnostic cues appeared not sufficient. Rather, accurately judging the values of a diagnostic performance cue was related to higher monitoring accuracy. Using non-diagnostic student cues hampered teachers' monitoring accuracy. The key to further improve monitoring accuracy might lie in improving teachers’ ability to accurately judge diagnostic cues and help them ignore non-diagnostic cues.
Highlights
Mere use of diagnostic cues was not sufficient to promote teachers' monitoring accuracy
This study found that teachers' monitoring accuracy of students' text comprehension was lower when having only performance cues available compared to having performance and student cues available
The current study addresses teachers' monitoring of students' text comprehension when learning from texts describing causal relations, which is relevant for most subjects in secondary education
Summary
Mere use of diagnostic cues was not sufficient to promote teachers' monitoring accuracy. Using non-diagnostic student cues (e.g., students' extraversion) hampered teachers' monitoring accuracy. Instructional support that is adapted to these needs promotes students' learning (Author, 2010; Parsons et al, 2018). Teachers must know what their students know (Author, 2011; Klug et al, 2013). Performance, which is a necessary condition for delivering adaptive instruction (Author, 2019B). Teachers for example can deduce cues by inspecting students’ work (e.g., correctness of answers). Thiede containing diagnostic cues showed mixed results regarding teachers' monitoring accuracy. Just making information available from which diagnostic cues can be deduced may be insufficient to boost monitoring accuracy
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