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.

为了在异构班级中提供适应性指导，教师必须考虑与表现相关的信息，以决定哪种任务难度级别最适合特定学生。我们着眼于准教师基于数据的决策制定，旨在研究他们使用近端和远端指标显示学生的能力和准备情况，以成功处理数字测试环境中可用于32个学生案例的特定领域任务。为了解决关于参与者信息处理行为和决策的几种假设，我们进行了一个主题内实验，在其中我们系统地改变了所提出的学生案例的信息一致性。我们使用一种混合方法来测量可观察的信息处理行为和决策。