Session Information
ERG SES H 02, Transition
Parallel Paper Session
Contribution
In several European countries entry into secondary schools is based on a selection process whereby teachers together with other professionals and parents decide which track would be most suitable for the pupil. In Luxembourg, the orientation towards classical or technical education is based on academic achievement although research has shown other variables affect judgments, whereby pupils with an immigration background and/or lower socioeconomic status are underrepresented in the higher track. Whilst empirical evidence indicates teacher diagnostic competence in evaluating students’ academic potential is relatively low, a recent report shows the orientation decision has a major impact on future adult life. Therefore, our project aims to develop and evaluate training programs to improve levels of diagnostic competence. We test and compare the effects of 1) increasing accountability; 2) implementation of optimal processing strategies; and 3) providing information and feedback. For each module we recruit 40 primary school teachers (total N=120). This presentation will focus on the results of module 1 (accountability). Conform theories of social judgment formation and decision making, findings show that increased accountability is associated with increased competence, i.e. teachers’ judgments are less biased towards non-performance related cues.
Method
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.