Domain specificity of teachers’ judgment accuracy of students’ academic achievement in mathematics

The aim of this study was to investigate to what extent teachers’ judgment accuracy of academic performance is specific to the content areas within mathematics. Judgments by 63 teachers regarding student’s academic performance in algebra, geometry and measures, functions, and probabilities of 1369 students were analysed. The results showed that the possibility to generalize from the accuracy in one content area to another is rather limited. Furthermore, the results of the present study indicate the need for further research in order to answer the question whether accurate judgments of students' academic achievement can be assumed to be domain general and thus to be accounted by a single, underlying general ability (e.g. diagnostic competence) or whether they are domain specific and draw on several individual underlying competencies. (Conference abstract)