TY  - JOUR
A1  - Rjosk, Camilla
A1  - McElvany, Nele
A1  - Anders, Yvonne
A1  - Becker, Michael
T1  - Teachers' diagnostic skills in estimating students' basic reading capacities
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
N2  - The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background.
 The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs.
 The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.
KW  - Diagnostic skills
KW  - diagnostic competence
KW  - teacher judgement accuracy
KW  - basic reading capacities
KW  - language background
Y1  - 2011
U6  - https://doi.org/10.2378/peu2011.art04d
SN  - 0342-183X
VL  - 58
IS  - 2
SP  - 92
EP  - 105
PB  - Reinhardt
CY  - München
ER  - 
TY  - JOUR
A1  - Westphal, Andrea
A1  - Kretschmann, Julia
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - More enjoyment, less anxiety and boredom
BT  - How achievement emotions relate to academic self-concept and teachers' diagnostic skills
JF  - Learning and individual differences : a multidisciplinary journal in education
N2  - Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.
KW  - Achievement emotions
KW  - Diagnostic skills
KW  - Instructional quality
KW  - Academic self-concept
KW  - Multilevel modeling
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.01.016
SN  - 1041-6080
SN  - 1873-3425
VL  - 62
SP  - 108
EP  - 117
PB  - Elsevier B.V.
CY  - Amsterdam
ER  -