Teachers in one focus-group study show disciplinary variation in how they assess communication¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The analysis revealed patterns of disciplinary variation in communication assessment that the authors suggest might not emerge from smaller samples. → Teresa M. Ober 2026

Evidence¶

Teresa M. Ober 2026¶

Teresa M. Ober, Karyssa A. Courey, Michael Flor. (2026). Integrating Topic Modeling and LLM Prompt Engineering into a Human-driven Approach to Analyze Interview Transcripts. Journal of Educational Data Mining, Volume 18, No 1. https://jedm.educationaldatamining.org/index.php/JEDM/article/view/1008

q2 · i? · qualitative · r2

Authors' interpretation in the discussion of their focus group analysis. They report that "This study also revealed patterns of disciplinary variation in communication assessment (COM5) that might not emerge from smaller samples," informing the need for discipline-specific assessment rubrics within CBE frameworks.

"This study also revealed patterns of disciplinary variation in communication assessment (COM5) that might not emerge from smaller samples."

Discussion¶

Related Claims¶

• Mixed-disciplinary teacher making supports transdisciplinary epistemic liberation — related
• Epistemic games reveal unacknowledged disciplinary differences in interdisciplinary teams — related