ERIC Number: ED322127
Record Type: RIE
Publication Date: 1990-Apr
Expert and Novice Teachers' Ability To Judge Student Understanding.
Stader, Ellen; And Others
Four studies were conducted on how well teachers at various stages of development can decode a student's nonverbal behavior, particularly that which communicates a lack of comprehension. Participants in the studies were novice (n=9), advanced beginner (n=10), and expert (n=10) elementary school teachers. In the first study, the teachers viewed a tape, without sound, showing fourth-grade students responding to a test. The teachers were informed that the test items were designed to elicit problem-solving behavior, that the students had the ability to accurately assess what they did and did not know, and that the students were chosen because they might emit accurate nonverbal clues as to whether or not they had comprehended the question being asked. Study 2 focused on assessment of students' past performance as well as on nonverbal clues; study 3 repeated the test using as interpreters only the children who appeared in the tapes; study 4 used two preservice classes of teachers and sought information on how experience with children in social situations and self-ratings of social intelligence might affect performance. The major findings were that accuracy in decoding student comprehension from nonverbal clues is trainable and that classroom experience and knowledge of the child's personality, typical behavior, and past performance increase the accuracy of a teacher's assessment of a child's nonverbal behavior. (JD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990).