A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)

Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has...

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Bibliographic Details
Published in:Teaching and teacher education 2020-05, Vol.91, p.103059, Article 103059
Main Authors: Loibl, Katharina, Leuders, Timo, Dörfler, Tobias
Format: Article
Language:English
Subjects:
Cognitive modeling
Diagnostic competencies
Diagnostic judgements
Situation characteristics
Teacher characteristics
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Summary:Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling). It aims at supporting (existing or envisioned) research that strives to test cognitively oriented explanations for processes and products of diagnostic judgements of teachers. [Display omitted] •The DiaCoM framework models diagnostic judgements as information processing.•It systematizes the role of teacher and situation characteristics in diagnostic thinking.•The DiaCoM framework allows deriving and testing cognitive oriented hypotheses.•It supports coherent interpretation across studies and inspires further research.
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2020.103059