Teachers' Epistemic Cognition In Situ: Evidence From Classroom Assessment

• In Event: Poster Session 12
  In Poster Session: Division C Poster Session

Abstract

In this instrumental case study, we investigated three fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom writing assessments. Assessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. Our analyses revealed that the components of epistemic cognition identified in the literature emerged in these teachers’ evaluation processes. Moreover, we found evidence that teachers’ epistemic cognition was iterative and nuanced, and required shifts in aims and reliable processes. This resulted in teachers forming new kinds of “epistemic matters” and questions beyond those ideas noted in existing models of epistemic cognition. Significance and implications are discussed.

Authors

• Helenrose Fives, Montclair State University

• Nicole Barnes, Montclair State University

• Sirine Mabrouk-Hattab, Montclair State University

• Kit Saizdelamora, Montclair State University