The relation between teachers’ judgment accuracy of students’ performances in reading comprehension and adaptive scaffolding

Abstract

Educational practices are adapted to teachers’ judgments of their students’ performances, so it is important that teachers make accurate judgments. The author examined if teachers’ judgment accuracy could predict adaptive scaffolding, an educational practice. Measuring teachers’ judgment accuracy differed between teachers’ judgments based on three conditions: student names (1), student names in combination with by students generated cause-and-effect relations in diagrams (2), and cause-and-effect relations (3). Students from the ninth grade of secondary school and their teachers were included. Results show that teachers’ judgment accuracy does not differ between the three conditions and that teachers’ judgment accuracy does not predict adaptive scaffolding.