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ERIC Number: EJ1156801
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0046-1520
Teachers' Epistemic Cognition in Classroom Assessment
Fives, Helenrose; Barnes, Nicole; Buehl, Michelle M.; Mascadri, Julia; Ziegler, Nathan
Educational Psychologist, v52 n4 p270-283 2017
Epistemic cognition represents aspects of teachers' thinking focused on issues related to knowledge, which may have particular relevance for classroom assessment practices given that teachers must discern what their students know and then use this information to inform instruction. We present a model of epistemic cognition in teaching with a focus on teachers' classroom assessment practices. We argue that teachers' epistemic cognition is inherently more complex than current models developed for learners. Further, we suggest that teachers' epistemic cognition can be supported through the development of reflexivity as an epistemic virtue and that the 3R-EC framework for reflexivity represents one protocol for engaging in reflexive practice that targets epistemic cognition. We close the article with implications for teacher development and with recommendations for further theory and research.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A