A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Katharina Loibl, Timo Leuders, Tobias Dörfler
Abstract
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.
Topics & Concepts
CognitionPsychologyMathematics educationCognitive psychologyPedagogyCognitive scienceNeuroscienceIntelligent Tutoring Systems and Adaptive LearningEducational and Psychological AssessmentsEducational Assessment and Pedagogy