Diagnostische Fähigkeiten von Lehrkräften: Bei der Einschätzung von Schülerleistungen und Aufgabenschwierigkeiten bei Lernmedien mit Instruktionalen Bildern.

Teachers' diagnostic skills are important prerequisites for the planning, delivery, and evaluation of lessons. Learning materials incorporating instructional pictures are the basis for lessons in many subjects. Against this background, the present study investigated the levels and correlations of teachers' diagnostic skills in the area of text-picture integration, potential teacher- or material-specific moderator variables, as well as determinants of the diagnostic process. Participants were 116 teachers with 48 grade 5 to 8 classes in different school types. Teachers' diagnostic skills were found to be weak to moderate, with teachers tending to underestimate their students' performance. Heterogeneous patterns of results emerged for correlations with pedagogical content knowledge and teaching experience, and overall difficulty estimates were found to be relevant in addition to task-specific judgments within the diagnostic process. Implications for practice and further research are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Accession Number: 2010-04266-007. Translated Title: Teachers' diagnostic skills to judge student performance and task difficulty when learning materials include instructional pictures. Partial author list: First Author & Affiliation: McElvany, Nele; Max-Planck-Institut fur Bildungsforschung, Berlin, Germany. Other Publishers: Hogrefe AG. Release Date: 20110704. Correction Date: 20180416. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: German. Major Descriptor: Academic Achievement Prediction; Instructional Media; Knowledge Level; Task Complexity; Teachers. Classification: Educational Administration & Personnel (3510). Population: Human (10). Age Group: Adulthood (18 yrs & older) (300). Methodology: Empirical Study; Quantitative Study. References Available: Y. Page Count: 13. Issue Publication Date: Dec, 2009. Copyright Statement: Verlag Hans Huber, Hogrefe AG, Bern. 2009.