Influence of Pedagogical Expertise and Feedback on Assessing Student Comprehension From Nonverbal Behavior

Abstract In 3 related studies, expert and nonexpert teachers were tested for their ability to judge student comprehension of instruction from visual, nonverbal behavior. When sufficient background and contextual information was present, expert teachers were more accurate in their judgments, especially when feedback about their performance was combined with discussion of judgments before the second test occasion. The experts were also more confident of their judgments after receiving feedback. Nonexpert teachers seemed to benefit from feedback only when they were not being influenced by more experienced teachers. Expert teachers were more likely to use objective information, prior knowledge, and classroom context when interpreting nonverbal cues, whereas nonexpert teachers relied upon other subjective experiences to interpret classroom behavior. Results are discussed in terms of the cognitive differences between the expert and nonexpert pedagogue, in which the experts demonstrate a more complex, well-integ...

[1]  Teacher accuracy in assessing cognitive visual feedback from students. , 1964 .

[2]  N. Maccoby,et al.  Improving accuracy in interpreting non-verbal cues of comprehension†‡ , 1965 .

[3]  R. W. Kulhavy.  Feedback in Written Instruction , 1977 .

[4]  D. Bearison,et al.  Children's Comprehension of Referential Communication: Decoding Ambiguous Messages. , 1977 .

[5]  Edward B. Fry,et al.  Fry's Readability Graph: Clarifications, Validity, and Extension to Level 17. , 1977 .

[6]  Dorothea P. Simon,et al.  Expert and Novice Performance in Solving Physics Problems , 1980, Science.

[7]  Sandra Kaeko Machida,et al.  Teacher accuracy in decoding nonverbal indicants of comprehension and noncomprehension in Anglo- and Mexican-American children , 1982 .

[8]  K. A. Ericsson,et al.  Skill and Working Memory , 1982 .

[9]  J. Metcalfe.  Feeling of knowing in memory and problem solving. , 1986 .

[10]  D. Berliner.  In Pursuit of the Expert Pedagogue , 1986 .

[11]  John R. Anderson,et al.  Skill Acquisition: Compilation of Weak-Method Problem Solutions. , 1987 .

[12]  A. Brown.  Metacognition, executive control, self-regulation, and other more mysterious mechanisms , 1987 .

[13]  Stefinee Pinnegar,et al.  Processing and using information about students: A study of expert, novice, and postulant teachers☆ , 1987 .

[14]  M. Chi,et al.  The Nature of Expertise , 1988 .

[15]  D. Berliner,et al.  Expert-Novice Differences in Perceiving and Processing Visual Classroom Information , 1988 .

[16]  R. W. Kulhavy,et al.  Feedback in written instruction: The place of response certitude , 1989 .

[17]  T. O. Nelson.  Metamemory: A Theoretical Framework and New Findings , 1990 .

[18]  Chen-Lin C. Kulik,et al.  The Instructional Effect of Feedback in Test-Like Events , 1991 .

[19]  D. Berliner,et al.  Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy , 1991 .

[20]  Katherine Cushing.  Olympic Gold: Investigations of Expertise in Teaching. , 1992 .

[21]  William A. Stock,et al.  The Effects of Feedback Timing on Learning Facts: The Role of Response Confidence , 1994 .