Zum Zusammenhang von Intelligenz und Urteilsgenauigkeit bei der Beurteilung von Schülerleistungen im Simulierten Klassenraum

Studies concerning teachers’ diagnostic competence often show big differences in teachers’ accuracy when rating students’ achievement. We assume teachers’ characteristics, such as professional experience or intelligence, to mainly account for these differences. High cognitive abilities are hypothesized to relate to high judgment accuracy. We have examined this relation in two studies. Judgment accuracy was operationalized as the accuracy of rating students in the Simulated Classroom. The Simulated Classroom is a computer simulation of a classroom paradigm. Participants can address questions to the students’ class and have to assess students’ achievements at the end. As an experimental manipulation, students’ percentage of correct responses can be varied. In Study 1 with N = 44 teacher candidates participating a positive relation between their intelligence and judgment accuracy ability was found. In Study 2 with N = 133 teacher candidates participating this finding was confirmed. [Editor]