Collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement in a knowledge building course¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? PSTs in the analytics-enhanced knowledge building class developed collaborative inquiry competencies for community knowledge advancement, outperforming a comparison class using portfolio-based reflective assessment. → Yang 2022

Evidence¶

Yang 2022¶

Yang, Y., Zhu, G., Sun, D., & Chan, C. K. K. (2022). Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-022-09372-y

q2 · i? · causal · r2

An 18-week quasi-experimental study comparing a class of 40 PSTs using a "knowledge building design enhanced by collaborative analytics-supported reflective assessment" with a class of 28 PSTs taught by the same instructor using portfolios on the same inquiry topics. Discourse was coded from Knowledge Forum notes (1,406 experimental, 707 comparison) covering epistemic, social, and metacognitive dimensions.

"The analysis of the PSTs’ Knowledge Forum discourse showed that collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

• Collaborative analytics-supported reflective assessment helped pre-service teachers develop collaborative inquiry competencies — possibly the same claim (merge candidate)
• KBDeX visualization and knowledge building rubrics engaged PSTs in continuous monitoring, analysis, negotiation, synthesis, and identification of promising inquiry routes — a narrower finding that bears on this claim
• Ninth graders using Knowledge Forum with portfolios and knowledge-building principles showed higher database inquiry participation than the Knowledge Forum-only class — related
• The portfolio-principles class scored higher on weighted depth of inquiry than both other Knowledge Forum classes — related
• Students with portfolios and knowledge-building principles asked more questions and higher-level questions than both comparison classes — related
• Knowledge-building portfolio scores correlated with database participation, explanation quality, and conceptual understanding — related
• Knowledge-building discourse improved significantly from before to during reflective assessment, with students contributing more explanation-seeking questions, explanations, and metacognitive questions and statements. — related
• Students whose beliefs aligned with knowledge building showed more productive participation patterns on Knowledge Forum — related
• LO assessment supported by CA tools prompted faculty toward more authentic, participatory, and reflective teaching practices — related