How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes

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2021
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Warwas, Julia
Krannich, Maike
Weichsler, Niklas
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In order to provide adaptive instruction in heterogeneous classes, teachers have to consider performance-related information for their decisions on which task difficulty level fits best for a particular student. Focusing on prospective teachers’ data-based decision-making, we aim to investigate their use of proximal and distal indicators of students’ ability and readiness to deal successfully with domain-specific tasks that are available for 32 student cases in a digital test environment. To address several hypotheses on the participants’ information-processing behaviors and decisions, we conducted a within-subject experiment in which we systematically varied the informational consistency of the presented student cases. We used a mixed-methods approach to measure observable information-processing behavior and decision-making. We assessed the effects of consistent/inconsistent cases on the amount, sequence, and perceived relevance of selected information, the type of processed information, the time needed for information processing, and the subjective confidence when making a decision via linear dynamic panel-data modeling.

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Task difficulty assignment, Information consistency, Information processing, Proximal and distal performance indicators, Mixed-methods approach
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ISO 690KÄRNER, Tobias, Julia WARWAS, Maike KRANNICH, Niklas WEICHSLER, 2021. How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes. In: Learning and Instruction. Elsevier. 2021, 74, 101440. ISSN 0959-4752. eISSN 1873-3263. Available under: doi: 10.1016/j.learninstruc.2020.101440
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@article{Karner2021infor-52750,
  year={2021},
  doi={10.1016/j.learninstruc.2020.101440},
  title={How does information consistency influence prospective teachers’ decisions about task difficulty assignments? : A within-subject experiment to explain data-based decision-making in heterogeneous classes},
  volume={74},
  issn={0959-4752},
  journal={Learning and Instruction},
  author={Kärner, Tobias and Warwas, Julia and Krannich, Maike and Weichsler, Niklas},
  note={Article Number: 101440}
}
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