Document Type
Article
Publication Date
10-2-2017
Journal / Book Title
Educational Psychologist
Abstract
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.
DOI
10.1080/00461520.2017.1323218
MSU Digital Commons Citation
Fives, Helenrose; Barnes, Nicole; Buehl, Michelle M.; Mascadri, Julia; and Ziegler, Nathan, "Teachers' Epistemic Cognition in Classroom Assessment" (2017). Department of Educational Foundations Scholarship and Creative Works. 93.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/93
Published Citation
Fives, H., Barnes, N., Buehl, M. M., Mascadri, J., & Ziegler, N. (2017). Teachers' epistemic cognition in classroom assessment. Educational Psychologist, 52(4), 270-283.