Abstracts - Earli

N 831 August 2007 16:00 - 17:20Room: KonferenciaPaper SessionMetacognitionChair:David Whitebread, University of Cambridge, United KingdomTeachers’ judgments of students’ computational strategies and skill: How accurate, how wellcalibrated, and how important are they in determining instructional effectiveness?Anthony Gabriele, University of Northern Iowa, USAKim Knesting, University of Northern Iowa, USAShawna Feldman, University of Northern Iowa, USAIn this study we examined: (1) the accuracy of teachers’ judgments of students’ computationalproficiency, (2) whether the confidence teachers have in their judgments is well calibrated with theaccuracy of their judgments, and (3) whether the accuracy and calibration of teacher judgments isassociated with classroom learning. Nineteen 1st and 2nd grade teachers were asked to makepredictions about the current computational performance of a sample of randomly selectedstudents from their classrooms. Data on the computational performance of each teacher’s entireclass was concurrently collected. Results revealed that on average, teachers’ judgments wereaccurate and well calibrated. However, only calibration of teachers’ judgments predicted studentlearning. The theoretical significance and practical implications of this work will be discussed.Self-regulation when answering questions from a textEduardo Vidal-Abarca, University of Valencia, SpainAmelia Mana, University of Valencia, SpainLaura Gil, University of Valencia, SpainCatalina Dominguez, University of Valencia, SpainThis paper examines the differences between good and poor comprehenders’ metacognitiveabilities when answering questions from a text, and tests the impact on students’ self-regulation ofintroducing a delay between reading the text and answering the questions. Two experiments wereconducted to examine these two issues. In the first experiment junior high school good and poorcomprehenders read two PISA-2000 expository texts and answered eight questions from each text.On-line measures of monitoring comprehension of questions using an error-detection paradigmand of self-regulation of the question-answering processes were obtained. Results showed thatgood comprehenders outperformed poor comprehenders on the total score of the questions and onthe two metacognitive measures. In a second experiment a new condition was introduced.Approximately half the students read, and then answered questions on, text 1. They then did thesame with text 2 (as in experiment 1). The remaining students read texts 1 and 2, and thenanswered questions from the texts in the same order, so that a delay was introduced betweenreading the text and answering the corresponding questions. Though the experiment is still inprogress, preliminary data from a large group of students replicates results from experiment 1regarding the differences between good and poor comprehenders, and indicates that the delaybetween reading the text and answering the questions has an impact on self-regulation of thequestion-answering process, but not on monitoring the comprehension of the questions.Theoretical and practical applications of these results will be discussed.– 739 –