Abstract
A central aspect of teachers’ professional competence is the ability to judge students’ achievements adequately. Giving grades and marks is the prototypical task in this context. Besides giving grades, assessments for school placements or tracking decisions belong to these tasks. Other judgments are more implicit in that no specific judgment is required, but students’ achievements are estimated intuitively. Examples are decisions made during class such as “calling on a particular student”.
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Keywords
- Stereotype Threat
- Implicit Attitude
- Experimental Social Psychology
- Dual Process Theory
- Social Psychology Bulletin
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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Cate, I.PT., Krolak-Schwerdt, S., Glock, S., Markova, M. (2014). Improving Teachers’ Judgments. In: Krolak-Schwerdt, S., Glock, S., Böhmer, M. (eds) Teachers’ Professional Development. The Future of Education Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-536-6_4
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