Teachers' Apt Epistemic Cognition in the Context of Classroom Assessment

• In Event: Motivation, Cognition, and Effective Teaching

Abstract

Epistemic cognition involves the identification of epistemic aims, ideals, and the use of reliable processes to achieve epistemic ends. How well this process unfolds can vary across individuals, contexts, and tasks. Apt epistemic cognition provides five criteria considered to be present when epistemic performance is more likely to achieve the identified aims to their fullest capacity. We provide a comparative case study of cycles of epistemic cognition that emerged across 7, 5th-grade teachers as they engaged in the evaluation of student writing. Across these cycles of epistemic cognition we found varying degrees of apt performance. Findings can be used to help identify ways to improve teachers use of student work to inform instruction and improve student learning.

Authors

• Helenrose Fives, Montclair State University

• Nicole Barnes, Montclair State University

• Kit Marie SaizdeLaMora, Francis Marion University

• Sirine Mabrouk-Hattab, Montclair State University