A conceptual design framework for PST collaborative inquiry combining knowledge building principles with collaborative-analytics reflective assessment¶
Design · All designs
Evidence · 3 claims (3 for) · 2 studies (2 causal),q1–q2· 0 of 2 report an effect size · 3 claims rest on one study
Description¶
The article proposes a conceptual and design framework in which knowledge building principles emphasise "epistemic agency, idea improvement, community knowledge and transformative assessment" and PSTs take epistemic agency to foster idea improvement using transformative assessment focused on metacognitive reflection. Two key design components follow: sustained idea-driven knowledge building inquiry in Knowledge Forum writing, and collaborative analytics consisting of KBDeX visualizations plus interaction rubrics and prompt questions supporting metacognitive reflection. PSTs use the analytics to reflect on and assess ongoing Knowledge Forum work for deepening inquiry and revision.
Design Implications¶
Context¶
Requirements¶
- PSTs must engage in sustained idea-driven inquiry for knowledge advancement situated in Knowledge Forum writing, posing questions, co-constructing explanations, building on peers’ ideas, and revising theories
- Analytics, rubrics, and prompt questions must be provided so PSTs can reflect and assess their ongoing Knowledge Forum work
Constraints¶
- The framework is designed for pre-service teachers developing collaborative inquiry and knowledge building competencies; at the start of the course most PSTs had limited knowledge of and ability in collaborative inquiry and knowledge building
Target Learners¶
- pre-service teachers in higher education teacher preparation
Learning Goals¶
- collaborative inquiry competencies
- knowledge building and community knowledge advancement
- metacognitive reflection and epistemic agency
Claims¶
- Collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement in a knowledge building course [+M]
- KBDeX visualization and knowledge building rubrics engaged PSTs in continuous monitoring, analysis, negotiation, synthesis, and identification of promising inquiry routes [+W]
- Collaborative analytics-supported reflective assessment helped pre-service teachers develop collaborative inquiry competencies [+M]
Related Designs¶
- Three-phase principle-based pedagogical design scaffolding low-achieving students into Knowledge Building
- Reflective assessment as collaborative, embedded metacognitive assessment for knowledge building
Examples¶
-
Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
collaborative-analytics-reflective-assessment-design-framework |
title |
A conceptual design framework for PST collaborative inquiry combining knowledge building principles with collaborative-analytics reflective assessment |
description |
The article proposes a conceptual and design framework in which knowledge building principles emphasise "epistemic agency, idea improvement, community knowledge and transformative assessment" and PSTs take epistemic a... |
status |
review |
generated |
by process:settle-candidates on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — yang-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.