Jan Hochweber
Biographic Data
| ID | 5180886 |
|---|---|
| NAME | Jan Hochweber |
| GIVEN NAMES | Jan |
| FAMILY NAME | Hochweber |
| SIGNATURE | HOCHWEBER J |
| AFFILIATIONS | St.Gallen University of Teacher Education |
| ORCID | 0000-0002-7855-2097 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The impact of Covid-19 on Swiss students’ learning
Studies on COVID-19-related school closures indicate potential detrimental effects on student learning gains (“learning losses”). However, the findings are heterogeneous, and further evidence based on longitudinal designs and large-scale datasets is needed. There is also a lack of evidence as to whether the pandemic has really boosted digitization in schools. Our study examines (1) the impact of the pandemic on students’ learning gains, (2) the r…
Student wellbeing during Covid-19—Impact of individual characteristics, learning behavior, teaching quality, school system-related aspects and home learning environment
Introduction The measures taken to contain the COVID-19 pandemic had a significant impact on the lives of young people. Studies indicate a decrease in wellbeing and an increase in mental health problems among adolescents. However, the influence of individual or contextual factors on student wellbeing has hardly been investigated to date. Methods In the present study, we used a cross-sectional survey design to examine the impact of individual stud…
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study ( N = 27 teachers and…
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied …
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Teachers’ accuracy in judging students’ achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian mul…
Comparing apples and oranges
Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attrib…
Embedded Formative Assessment and Classroom Process Quality
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
Test Score or Student Progress? A Value-Added Evaluation of School Effectiveness in Urban China
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied …
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Teachers’ accuracy in judging students’ achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian mul…
Embedded Formative Assessment and Classroom Process Quality
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
Test Score or Student Progress? A Value-Added Evaluation of School Effectiveness in Urban China
Embedded Formative Assessment and Classroom Process Quality
In this study we examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. We used data from a cluster-randomized controlled trial and compared curriculum-embedde…
Comparing apples and oranges
Teacher-assigned grades provide important information that is used by universities and colleges to make admission decisions and by employers to make hiring decisions. Besides grades, the results of standardized achievement tests are frequently used for student selection and allocation. However, correlations between the two achievement measures are far from perfect, and researchers have argued that this discrepancy can be at least partially attrib…
Content-specificity of teachers’ judgment accuracy regarding students’ academic achievement
Teachers’ accuracy in judging students’ achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian mul…
Effects of formative assessment on intrinsic motivation in primary school mathematics instruction
Empirical studies on effects of formative assessment (FA) on motivational outcomes and underlying mechanisms are scarce. The core elements of FA, feedback and adaptive teaching behavior, might be helpful in promoting the experience of competence, which in turn is a prerequisite for promoting intrinsic motivation. However, instructional impact also depends on the students’ perception of teacher behavior. Therefore, this study ( N = 27 teachers and…
Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related
Teacher judgment accuracy is assumed to be positively related to student achievement; however, the empirical evidence for this assumption is inconclusive. Using two accuracy indicators measured at different levels (class/teacher- and student-level), we examined the theoretically hypothesized effects of judgment accuracy on German language achievement over a three-year period, and tested whether teaching quality mediates these effects. We applied …
Student wellbeing during Covid-19—Impact of individual characteristics, learning behavior, teaching quality, school system-related aspects and home learning environment
Introduction The measures taken to contain the COVID-19 pandemic had a significant impact on the lives of young people. Studies indicate a decrease in wellbeing and an increase in mental health problems among adolescents. However, the influence of individual or contextual factors on student wellbeing has hardly been investigated to date. Methods In the present study, we used a cross-sectional survey design to examine the impact of individual stud…
The impact of Covid-19 on Swiss students’ learning
Studies on COVID-19-related school closures indicate potential detrimental effects on student learning gains (“learning losses”). However, the findings are heterogeneous, and further evidence based on longitudinal designs and large-scale datasets is needed. There is also a lack of evidence as to whether the pandemic has really boosted digitization in schools. Our study examines (1) the impact of the pandemic on students’ learning gains, (2) the r…
Mathematics education (7 works) · Psychology (7 works) · Computer Science (3 works) · Education, Achievement, and Giftedness (3 works) · Pedagogy (3 works) · School Choice and Performance (3 works) · Academic achievement (2 works) · COVID-19 and Mental Health (2 works) · Economics (2 works) · Formative assessment (2 works)