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University teacher judgments in problem-based learning: Their accuracy and reasoning
ARTICLE

, , Department of Psychology, Education and Child Studies ; , Department of Personnel Management, Belgium ; , Department of Psychology, Education and Child Studies

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study investigated the accuracy of 14 university teachers’ judgments. Early in the first year, university teachers rated the chance each university student in their group would successfully complete their first year as well as the entire bachelor’s program. Results show that university teachers’ chance ratings were predictive of actual academic success. However, they were more accurate in predicting success than failure. Moreover, results revealed that university teachers mostly built upon their observations of university students’ engagement and motivation, instead of students’ cognitive ability in their judgments. Unsuccessful university students received relatively more negatively framed statements than successful students did.

Citation

Wijnia, L., Loyens, S.M.M., Derous, E. & Schmidt, H.G. (2016). University teacher judgments in problem-based learning: Their accuracy and reasoning. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 203-212. Elsevier Ltd. Retrieved September 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.06.005

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