<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Teachers’ diagnostic judgments are considered highly relevant for good teaching and successful learning. A question regularly asked is: Which aspects of diagnostic judgments are generic and which aspects are specific for a subject or even a topic within that subject? Several sources of specificity have to be considered in diagnostic judgment processes. In order to analyze systematically the aspect of specificity in research on diagnostic judgments, we propose a framework of diagnostic judgments, which explicates relevant components of thinking and behavior on the level of the student and the teacher. We use this framework to discuss systematically the question of content specificity.</p>
</abstract>

Teachers’ diagnostic judgments are considered highly relevant for good teaching and successful learning. A question regularly asked is: Which aspects of diagnostic judgments are generic and which aspects are specific for a subject or even a topic within that subject? Several sources of specificity have to be considered in diagnostic judgment processes. In order to analyze systematically the aspect of specificity in research on diagnostic judgments, we propose a framework of diagnostic judgments, which explicates relevant components of thinking and behavior on the level of the student and the teacher. We use this framework to discuss systematically the question of content specificity.

Beyond subject specificity – student and teacher thinking as sources of specificity in teacher diagnostic judgments

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Teachers’ diagnostic judgments are considered highly relevant for good teaching and successful learning. A question regularly asked is: Which aspects of...

Beyond subject specificity – student and teacher thinking as sources of specificity in teacher diagnostic judgments

Publié en ligne: 11 juil. 2022

Pages: 60 - 70

DOI: https://doi.org/10.23770/rt1842

Mots clés
diagnostic judgments, subject-specificity, topic-specificity, cognitive framework

© 2021 Timo Leuders et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Beyond subject specificity – student and teacher thinking as sources of specificity in teacher diagnostic judgments

Publié en ligne: 11 juil. 2022

Pages: 60 - 70

DOI: https://doi.org/10.23770/rt1842

Mots clésdiagnostic judgments, subject-specificity, topic-specificity, cognitive framework

© 2021 Timo Leuders et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
diagnostic judgments, subject-specificity, topic-specificity, cognitive framework