Teachers' Ontology-Based Reasoning for Assessment in Student-Centered Learning Environments

Autor/inn/en	Bergner, Yoav; Chen, Ofer
Titel	Teachers' Ontology-Based Reasoning for Assessment in Student-Centered Learning Environments
Quelle	In: Learning: Research and Practice, 9 (2023) 1, S.73-92 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergner, Yoav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-5082
DOI	10.1080/23735082.2022.2134577
Schlagwörter	Teacher Attitudes; Student Evaluation; Student Centered Learning; Communities of Practice; Teacher Collaboration; Guidelines; Teaching Methods; Constructivism (Learning); STEM Education; High School Teachers; Middle School Teachers; Kindergarten; Elementary Secondary Education; Teacher Characteristics; Evaluation Methods + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schulnote; Studentische Bewertung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Community; Lehrerkooperation; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	We present an exploratory study on the use of ontologies for student assessment during a focus group with teachers in student-centred learning environments. The work is framed by a theoretical argument about coherence between instructional values and assessment systems, and how this may be achieved through a "community of judgment" with teachers at the centre. The purpose of the study was to understand the process and perceived usefulness of collaborative ontology development, at a narrative and conceptual level without grades or detailed probabilistic relationships. Findings of two kinds are discussed. First, we identified a set of framework-building moves used by teachers during ontology-based reasoning. Second, we present evidence that participants perceived the ontology development process to be useful and empowering in sharpening their ability to communicate nuanced assessment arguments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01