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Teachers’ information processing and judgement accuracy: effects of information consistency and accountability

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Abstract

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a controlled and information-integrating strategy. However, the effect of teachers’ accountability for task and the consistency of student information on strategy use is less clear. In two experimental studies, teachers were presented with consistent and inconsistent student profiles, whereby accountability levels were systematically varied. In the first study, the attention to and memory of information were investigated as indicators of changes in information processing strategy. In the second study, resulting changes in judgement accuracy were investigated. Results of study 1 provided support for the theoretical assumption that people apply the category-based strategy when confronted with consistent information under low accountability conditions, while inconsistent information and high accountability conditions led to the use of information-integration strategy. Results of study 2 showed that teachers’ judgement accuracy generally increased in relation to high accountability conditions and to lesser extent profile consistency, whereby inaccuracy reflected both under- and overestimation of student ability. The combined results suggest that the use of differential information processing strategies not only leads to differences in the attention to and processing of information, but also results in differences in the quality of judgements and decision making, especially under high accountability conditions.

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Notes

  1. In Germany and Luxembourg, as in several other European countries, entry into secondary school is based on a selection process whereby teachers, together with parents, decide which track would be most suitable for the student.

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Acknowledgements

We would like to thank Ulrich Keller for his support in conducting the logistic regression model analysis with completely crossed random intercept effects.

Funding

The research reported in this paper was funded by Grants INTER/DFG/11/03 and C10/LM/784116 from the Fonds National de la Recherche Luxembourg (FNR) and Grant GR 1863/5-3 from the German Research Foundation (DFG).

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Authors and Affiliations

  1. Faculty of Language and Literature, Humanities, Arts and Education, Luxembourg Centre for Educational Testing (LUCET), University of Luxembourg, 11, Porte des Sciences, 4366, Esch-sur-Alzette, Luxembourg

    Ineke M. Pit-ten Cate

  2. University of Luxembourg, 4365, Esch-sur-Alzette, Luxembourg

    Thomas Hörstermann

  3. Faculty of Language and Literature, Humanities, Arts and Education, University of Luxembourg, 4365, Esch-sur-Alzette, Luxembourg

    Sabine Krolak-Schwerdt

  4. School of Education, Bergische Universität Wuppertal, 2119, Wuppertal, Germany

    Cornelia Gräsel, Ines Böhmer & Sabine Glock

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  1. Ineke M. Pit-ten Cate
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Correspondence to Ineke M. Pit-ten Cate.

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Ineke Pit-ten Cate, PhD, studied both experimental Psychology and Pedagogy in the Netherlands and worked clinically and academically in different international settings.

Current themes of research:

Since joining the University in Luxembourg in 2011, she has been involved in teaching and research concerning the diagnostic competence of teachers in regards to judgment of student performance and decisions on educational pathways, especially in consideration of challenges associated with a increasingly heterogeneous student population and the identification of special educational needs.

Most relevant publications in the field of Psychology of Education:

Krischler, M., & Pit-ten Cate I.M. (2019). Pre- and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior. Frontiers in Psychology-section Educational Psychology, article nr 430021. https://doi.org/10.3389/fpsyg.2019.00327.

Pit-ten Cate, I.M., & Glock, S. (2018). Teacher expectations concerning students with immigrant background or special educational needs. Educational Research and Evaluation, 3–5, (Special Issue: “Pygmalion’s 50th anniversary: The state of the art Teacher Expectation research”), 277–294. https://doi.org/10.1080/13803611.2018.1550839.

Glock, S., Kovacs, C., & Pit-ten Cate, I.M. (2018, online). Teacher attitudes towards ethnic minority students: Effects of cultural school diversity. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12248.

Pit-ten Cate, I. M., & Glock, S. (2018). Teachers’ attitudes towards students with high- and low-educated parents. Social Psychology of Education, 21, 725–742. https://doi.org/10.1007/s11218-018-9436-z.

Pit-ten Cate, I. M., Krolak-Schwerdt, S., & Glock, S. (2016). Accuracy of teachers’ tracking decisions: short- and long-term effects of accountability. European Journal of Psychology of Education, 31, 225–243. https://doi.org/10.1007/s10212-015-0259-4.

Thomas Hörstermann, PhD, is a data analyst/statistician at the university of Luxembourg.

Current themes of research:

His research interest concern the application of multivariate approaches to study teachers´ judgment formation and decision making processes.

Most relevant publications in the field of Psychology of Education:

Hörstermann, T., Pit-ten Cate, I.M., & Krolak-Schwerdt, S. (2018). Übergangsentscheidungen in Luxemburg: Die Passung zwischen Leistungs- und Anforderungsniveau und deren Relation zum späteren Lernerfolg. In: Thomas Lentz, Isabell Baumann & Achim Küpper. (Eds),Nationaler Bildungsbericht Luxemburg 2018, (pp. 96–103). Esch-sur-Alzette, LU: Université du Luxembourg (LUCET) & SCRIPT.

Hörstermann, T., Pit-ten Cate, I.M., Krolak-Schwerdt, S., & Glock, S. (2016). Primacy effects in attention, recall and judgment patterns of simultaneously presented student information: Evidence from an eye-tracking study. In: Gary Hughes (Ed), Student achievement: Perspectives, assessment and improvement strategies (chapter 1, pp 1–28). Hauppage, NY: Nova Science. Series Title: Education in a Competitive and Globalizing World

Hörstermann T., Krolak-Schwerdt S. (2014) Comparing regression approaches in modelling compensatory and noncompensatory judgment formation. In: Spiliopoulou M., Schmidt-Thieme L., Janning R. (eds) Data analysis, machine learning and knowledge discovery. Studies in classification, data analysis, and knowledge organization (pp 379–387). Springer. https://doi.org/10.1007/978-3-319-01595-8_41.

Hörstermann T., Krolak-Schwerdt S. (2011) Teachers´ typology of student categories. A cluster analytic study.In: Gaul W., Geyer-Schulz A., Schmidt- Thieme L., Kunze J. (eds) Challenges at the interface of data analysis, computer science, and optimization Studies in classification, data analysis, and knowledge organization (pp 547–555). Berlin: Springer. https://doi.org/10.1007/978-3-642-24466-7_56.

Sabine Glock, PhD, is senior researcher at the Bergische Universität Wuppertal, Germany.

Current themes of research:

Her research interests are implicit and explicit cognition in educational psychology contexts.

Most relevant publications in the field of Psychology of Education:

Kleen, H. & Glock, S. (2018). A further look into ethnicity: The impact of stereotypical expectations on teachers' judgments of female ethnic minority students. Social Psychology of Education, 21, 759–773. https://doi.org/10.1007/s11218-018-9451-0.

Glock, S. & Kleen, H. (2017). Gender and student misbehavior: Evidence from implicit and explicit measures. Teaching and Teacher Education, 67, 93–103. https://doi.org/10.1016/j.tate.2017.05.015

Glock, S. & Klapproth, F. (2017). Bad boys, good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers. Studies in Educational Evaluation, 53, 77–86. https://doi.org/10.1016/j.stueduc.2017.04.002.

Glock, S. (2016). Does ethnicity matter? The Impact of stereotypical expectations on in-service teachers' judgments of students. Social Psychology of Education, 19, 493–509. https://doi.org/10.1007/s11218-016-9349-7.

Glock, S. (2016). Stop talking out of turn: The influence of students' gender and ethnicity on preservice teachers' intervention strategies for student misbehavior. Teaching and Teacher Education, 56, 106–114. https://doi.org/10.1016/j.tate.2016.02.012.

Glock, S. & Karbach, J. (2015). Preservice teachers’ implicit attitudes toward racial minority students: Evidence from three implicit measures. Studies in Educational Evaluation, 45, 55–61. https://doi.org/10.1016/j.stueduc.2015.03.006.

Cornelia Gräsel is professor at the Bergische Universität Wuppertal

Current themes of research:

Her research currently focusses on evidence-based teacher education and on different mechanisms, which might be able to improve teacher education.

Most relevant publications in the field of Psychology of Education:

Gräsel C. (2019) Transfer von Forschungsergebnissen in die Praxis. In: Donie C. et al. (eds). Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung. Springer VS, Wiesbaden.https://doi.org/10.1007/978-3-658-26231-0_1.

Gräsel, C., Decristan, J. & König, J. (2017). Adaptiver Umgang mit Heterogenität im Unterricht – eine Einführung in das Themenheft. Unterrichtswissenschaft, 45, 195–206.

Gräsel, C., & Trempler, K. (2017). Entwicklung von Professionalität pädagogischen Personals. Interdisziplinäre Betrachtungen, Befunde und Perspektiven. VS Verlag: Wiesbaden. https://doi.org/10.1007/978-3-658-07274-2.

Schuchart, C. & Gräsel, C. (2017). Reformen- Qualitätsoffensive Lehrerbildung im Fokus.Journal für Lehrerinnenbildung, 17(3), 4–56.

Böhmer, I., Gräsel, C., Hörstermann, T. & Krolak-Schwerdt, S. (2012). Die Informationssuche bei der Erstellung der Übergangsempfehlung: die Rolle von Fallkonsistenz und Expertise. Unterrichtswissenschaft, 40, 140–155.

Gräsel, C., Bormann, I., Schütte, K., Trempler, K. & Fischbach, R. (2013). Outlook on research in education for sustainable development.Policy Futures in Education, 11, 115–127

Ines Böhmer is teacher at a vocational school and PhD student.

Current themes of research:

Her research interests focus on teachers’ school tracking decisions at the end of primary school. Her research also concerns teachers’ stereotypes and their effect on decisions and behaviors.

Most relevant publications in the field of Psychology of Education:

Böhmer, I., Gräsel, C., Krolak-Schwerdt, S., Hörstermann, T. & Glock, S. (2017). Teachers’ school tracking decisions. In D. Leutner, J. Fleischer, J. Grünkorn & E. Klieme (Eds.), Competence Assessment in Education: Research, Models and Instruments. Heidelberg: Springer.

Böhmer, I., Hörstermann, T., Gräsel, C., Krolak-Schwerdt, S. & Glock, S. (2015). Eine Analyse der Informationssuche bei der Erstellung der Übergangsempfehlung: Welcher Urteilsregel folgen Lehrkräfte? TJournal for Educational Research Online, 7, 59–81.

Böhmer, I., Gräsel, C., Hörstermann, T. & Krolak-Schwerdt, S. (2012). Die Informationssuche bei der Erstellung der Übergangsempfehlung: die Rolle von Fallkonsistenz und Expertise. Unterrichtswissenschaft, 40, 140–155.

Nölle, I., Hörstermann, T., Gräsel, C. & Krolak-Schwerdt, S (2011). Die Übergangsempfehlung am Ende der Grundschulzeit. Welche Merkmale von Schülerinnen und Schülern erachten Lehrkräfte als übergangsrelevant?Schulverwaltung NRW, 22, 94–95.

Sabine Krolak-Schwerdt was professor of Educational Measurement at the University of Luxembourg (2008-2017), where she headed the Institute of Teacher Professionalization and Psychology of Education.

Current themes of research:

Her research focused on educational psychology, social cognition, and language as well as multivariate methods. More specifically, her research interests included the professionalization and diagnostic competences of teachers, social cognition and social judgments as well as the application of multivariate approaches to analyse large datasets

Most relevant publications in the field of Psychology of Education:

Krolak-Schwerdt, S., Böhmer, M., & Gräsel, C. (2013). The impact of accountability on teachers’ assessments of student performance: a social cognitive analysis. Social Psychology of Education, 16, 215–239. https://doi.org/10.1007/s11218-013-9215-9.

Krolak-Schwerdt, S., Hörstermann, T., Glock, S., & Böhmer, I. (2018). Teachers’ Assessments of Students’ Achievements: The Ecological Validity of Studies Using Case Vignettes. The Journal of Experimental Education, 86, 515–529. https://doi.org/10.1080/00220973.2017.1370686.

Krolak-Schwerdt, S., Junker, N., Roth, R., & Wintermantel, M. (2008). Processing Person Descriptions: How Does Text Coherence Influence Encoding and Retrieval of Person Information? Journal of Language and Social Psychology, 27, 235–253. https://doi.org/10.1177/0261927X08318018.

Krolak-Schwerdt, S., Pit-ten Cate, I. M., & Hörstermann, T. (2018). Teachers ’ judgments and decision-making : Studies concerning the transition from primary to secondary education and their implications for teacher education. In O. Zlatkin-Troitschanskaia, M. Toepper, H. A. Pant, C. Lautenbach, & C. Kuhn (Eds.), Assessment of Learning Outcomes in Higher Education – Cross-national Comparisons and Perspectives. (pp. 73–101) Dordrecht, The Netherlands: Springer.

Sabine Krolak-Schwerdt passed away in December 2017

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Pit-ten Cate, I.M., Hörstermann, T., Krolak-Schwerdt, S. et al. Teachers’ information processing and judgement accuracy: effects of information consistency and accountability. Eur J Psychol Educ 35, 675–702 (2020). https://doi.org/10.1007/s10212-019-00436-6

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