The central purpose of our study is to analyze whether teacher experience and content knowledge relate to teacher judgments on student report texts. Ninety-one experienced teachers, including 27 specializing in the subject of the German language, and 136 teacher students, including 37 majoring in German Studies, participated in this study. Participants assessed ten randomly selected authentic student reports from ninth graders. Experienced teachers revealed a lower absolute judgment accuracy revealing stricter and more heterogeneous judgments than teacher students and specially trained experts. However, relative judgment accuracy (correlation between teachers' and experts' judgments) was higher when teachers majored in German Studies.
Original languageEnglish
Article number103879
JournalTeaching and Teacher Education
Volume119
ISSN0742-051X
DOIs
Publication statusPublished - 01.11.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Teacher judgment, Teacher judgment accuracy, Teacherqualification, Diagnostic competence, Assessing writing

ID: 5629950