Teachers' Ontology-based Reasoning for Assessment in Student-centered Learning Environments

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...

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Bibliographic Details
Published in:Learning (Abingdon (England)) 2023-01, Vol.9 (1), p.73-92
Main Authors: Bergner, Yoav, Chen, Ofer
Format: Article
Language:English
Subjects:
Communities of Practice
Constructivism (Learning)
Elementary Secondary Education
Evaluation Methods
evidence-centred design
Guidelines
High School Teachers
Kindergarten
Middle School Teachers
Ontologies
STEM Education
Student Centered Learning
Student Evaluation
student-centred learning
Teacher Attitudes
Teacher Characteristics
Teacher Collaboration
teachers
Teaching Methods
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Summary: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.
ISSN:2373-5082
2373-5090
DOI:10.1080/23735082.2022.2134577