Interpreting student work is an inherently epistemic endeavor in which teachers evaluate others' knowledge representations against their own epistemic ideals¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? When interpreting student work, teachers must evaluate the accuracy, depth, and justification of students' knowledge claims while reflecting on their own knowledge and epistemic ideals. → Fives 2017

Evidence¶

Fives 2017¶

Fives, Helenrose, Barnes, Nicole, Buehl, Michelle, Mascadri, Julia, & Ziegler, Nathan. (2017). Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52(4), pp. 270-283. https://doi.org/10.1080/00461520.2017.1323218

q1 · i? · theoretical · r2

Theoretical argument in the Dr. Jones example on interpretation: reviewing essays or performance assessments requires revisiting epistemic aims, judging accuracy, depth of explanations, and soundness of justifications, and comparing students' presentations to the teacher's own epistemic ideals to assign grades and devise feedback.

"This is inherently an epistemic endeavor for teachers as they engage in evaluating the knowledge representation of others."

Discussion¶

Related Claims¶

• Empirical studies across diverse learner populations show that people's epistemic aims, ideals, and processes are tailored to the information sources and tasks they engage in — a broader claim this one bears on
• Mixed-disciplinary teacher making supports transdisciplinary epistemic liberation — related
• Teachers' epistemic cognition adds a layer of complexity not present for learners because they manage epistemic aims for both themselves and their students — related