Developing Epistemic Understanding and Productive Inquiry Using Analytics-Supported Reflective Assessment in Knowledge-Building

• In Event: AERA Virtual Poster Session 8
  In Poster Session: Research on the Complexity of Learning Environments

Abstract

This study examines the design of an analytics-supported reflective assessment approach and its role on students’ epistemic understanding of discourse and productive inquiry in a knowledge-building environment. Thirteen Grade 11 students participated collectively inquiring into visual art in a computer-supported knowledge-building environment enriched with visual analytics to support collective reflections. Quantitative analysis indicated students developed deeper understanding of discourse and engaged in productive inquiry over time. Qualitative analysis revealed how students developed their epistemic understanding of discourse and productive inquiry in the analytics-supported reflective assessment environment. The implications of scaffolding students’ development of epistemic understanding and productive inquiry using analytics are discussed.

Authors

• Yuyao Tong, The University of Hong Kong

• Carol K. Chan, University of Hong Kong

• Xueqi FENG, Southern University of Science and Technology