University teacher judgments in problem-based learning: Their accuracy and reasoning

Research output: Contribution to journalArticleAcademicpeer-review

9 Citations (Scopus)

Abstract

This study investigated the accuracy of 14 university teachers’ judgments. Early in the first year, university teachers ratedthe chance each university student intheir groupwould successfullycomplete theirfirst year as well as the entire bachelor’s program. Results showthat university teachers’ chance ratingswere predictive of actual academic success. However, they were more accurate in predicting success than failure. Moreover, results revealed that university teachers mostly built upon their observations of university students’ engagement andmotivation, instead of students’ cognitive ability in their judgments. Unsuccessful university students received relatively more negatively framed statements than successful students did.
Original languageEnglish
Pages (from-to)203-212
Number of pages10
JournalTeaching and Teacher Education
Volume59
DOIs
Publication statusPublished - 2016

Research programs

  • ESSB PSY

Fingerprint

Dive into the research topics of 'University teacher judgments in problem-based learning: Their accuracy and reasoning'. Together they form a unique fingerprint.

Cite this