Teachers' Epistemic Cognition in Classroom Assessment

Fives, Helenrose; Barnes, Nicole; Buehl, Michelle M.; Mascadri, Julia; Ziegler, Nathan E.

doi:10.1080/00461520.2017.1323218

Cited by 36 publications

(20 citation statements)

References 47 publications

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“…shows that the phases of epistemic cognition are underpinned by personal factors. These personal factors are not definitive, and we acknowledge that other researchers (e.g., Fives et al, 2017) have proposed that epistemic virtues/vices (e.g., a disposition for epistemic reflexivity), among other factors, be included. We have selected the personal factors most relevant to the Figure 1, the research question for the study described in this paper is:…”

Section: Model Of Teachers' Epistemic Cognition About Srlmentioning

confidence: 89%

“…We built on the 3R-EC Framework (Lunn Brownlee et al, 2017), current models of epistemic cognition (e.g., Chinn et al, 2014;Fives, Barnes, Buehl, Mascadri, & Ziegler, 2017), and Zimmerman's (2002) triadic model of SRL, to develop a model of teachers' epistemic cognition about SRL. This model, displayed in Figure 1, incorporates all elements of the 3R-EC framework, and explicitly focuses on how teachers think about the development and assessment of SRL knowledge (i.e., teachers' epistemic cognition about SRL).…”

Section: Model Of Teachers' Epistemic Cognition About Srlmentioning

confidence: 99%

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Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

Barr

Askell–Williams

2019

Asia-Pacific Journal of Teacher Education

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Research into teachers' epistemic cognition is emerging as a key to understanding the quality of teachers' knowledge for teaching. Typically, investigations into the quality of teachers' knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving students' abilities to engage in self-regulated learning (SRL), across subject areas, is equally important. Studies have demonstrated gaps in teachers' knowledge and epistemic beliefs about SRL-the foundations for teachers' epistemic cognition about SRL. This paper introduces a model of teachers' epistemic cognition about SRL, and reports a micro-analytic study with four secondary science teachers who undertook a 12-week researcher-facilitated Professional Learning Community (PLC). Thematic and numerical analysis of interviews and lesson plans indicated that the PLC facilitated teachers' reflexive examination of their knowledge and their epistemic beliefs about SRL. Improvements in SRL content knowledge, pedagogical content knowledge and constructivist beliefs were observed consistently for three of the four teachers. Providing opportunities, such as a facilitated PLC, to enable teachers to reflexively examine their epistemic cognition about a generic subject such as SRL, may be a necessary step in translating research about learning and instruction into classroom practices.

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Section: Model Of Teachers' Epistemic Cognition About Srlmentioning

confidence: 89%

Section: Model Of Teachers' Epistemic Cognition About Srlmentioning

confidence: 99%

Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

Barr

Askell–Williams

2019

Asia-Pacific Journal of Teacher Education

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“…According to Buehl and Fives (2016), epistemic cognition of teachers are about how teachers conceptualize knowledge, the process of knowing, and the construction of that knowledge. Such cognitions are formed as a consequence of teachers' mental systems that arise from their previous experiences or current epistemic beliefs (Fives et al, 2017). Therefore, epistemic cognition refers to perceptions of teachers in terms of what knowledge is and how knowledge is attained (Bendixen & Feucht, 2010).…”

Section: Epistemic Cognitionmentioning

confidence: 99%

Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

Sarıçoban¹,

Kırmızı²

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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The aim of the present study is to see potential correlations between and among pre-service EFL teachers' epistemological cognitions, perceived engagement levels, and instructional preferences. To this end, 149 preservice teachers were surveyed. Within the context of the study, three data collection methods were used within the scope of the study. The first one is the Epistemic Beliefs Scale, developed by Chan and Elliot (2004). It is a 30 Likert-type scale. The second tool was the Instructional Preference Questionnaire. This scale was based on Chan and Eliott (2004) and it included 30 items. The third scale was Teacher Engagement Scale, which was developed by Klassen et al (2013). Correlation and regression analyses were used to analyse the data. The findings indicated that teacher engagement plays an important role in EFL teachers' instructional preferences. Particularly, as for the correlation between the sub-dimensions of epistemological beliefs and instructional preferences, it was observed that the ability to lean and source of knowledge dimensions was influential on transmission-based teaching.

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“…Influencing this process are characteristics such as the educator's epistemic cognition (how they think about the student's knowledge and the influence of that on their instruction) (Barnes, Fives, & Dacey, 2017;Fives, Barnes, Buehl, Mascadri, & Ziegler, 2017). That is, when educators create assessments they are making judgements about what they would like their students to attain, and must consider the question "what will I learn about my students from the formative assessment event?"…”

Section: Understanding Assessment As Designmentioning

confidence: 99%

Augmenting Assessment with Learning Analytics

Knight

2020

The Enabling Power of Assessment

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Learning analytics as currently deployed has tended to consist of large-scale analyses of available learning process data to provide descriptive or predictive insight into behaviours. What is sometimes missing in this analysis is a connection to human-interpretable, actionable, diagnostic information. To gain traction, learning analytics researchers should work within existing good practice particularly in assessment, where high quality assessments are designed to provide both student and educator with diagnostic or formative feedback. Such a model keeps the human in the analytics design and implementation loop, by supporting student, peer, tutor, and instructor sense-making of assessment data, while adding value from computational analyses.

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Teachers' Epistemic Cognition in Classroom Assessment

Cited by 36 publications

References 47 publications

Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

Investigating the relation between pre-service EFL teachers’ epistemic cognition, instructional preferences and perceived engagement beliefs

Augmenting Assessment with Learning Analytics

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