Student epistemological framing on paper-based assessments

Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers...

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Autores principales:	Kelli Shar, Rosemary S. Russ, James T. Laverty
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/a94557da392e49389ae0566157508536
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id	oai:doaj.org-article:a94557da392e49389ae0566157508536
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spelling	oai:doaj.org-article:a94557da392e49389ae05661575085362021-12-02T11:22:53ZStudent epistemological framing on paper-based assessments10.1103/PhysRevPhysEducRes.16.0201012469-9896https://doaj.org/article/a94557da392e49389ae05661575085362020-07-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020101http://doi.org/10.1103/PhysRevPhysEducRes.16.020101https://doaj.org/toc/2469-9896Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e., their epistemologies. Using data from students completing assessment questions during one-on-one think aloud interviews, we explore how assessment features did (or did not) impact student engagement with the assessment problems. We analyze video recordings and transcripts to infer the epistemological framings and resources students use while completing introductory-level physics problems. Students’ framings tended to be fairly stable, but when shifts occurred, they were triggered by a shift in epistemological resource, which can be activated by assessment feature. This work extends existing work on epistemological framing into the realm of assessment and allows us to consider the effects of assessments on our students’ understanding of physics teaching and learning.Kelli SharRosemary S. RussJames T. LavertyAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020101 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Kelli Shar Rosemary S. Russ James T. Laverty Student epistemological framing on paper-based assessments
description	Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e., their epistemologies. Using data from students completing assessment questions during one-on-one think aloud interviews, we explore how assessment features did (or did not) impact student engagement with the assessment problems. We analyze video recordings and transcripts to infer the epistemological framings and resources students use while completing introductory-level physics problems. Students’ framings tended to be fairly stable, but when shifts occurred, they were triggered by a shift in epistemological resource, which can be activated by assessment feature. This work extends existing work on epistemological framing into the realm of assessment and allows us to consider the effects of assessments on our students’ understanding of physics teaching and learning.
format	article
author	Kelli Shar Rosemary S. Russ James T. Laverty
author_facet	Kelli Shar Rosemary S. Russ James T. Laverty
author_sort	Kelli Shar
title	Student epistemological framing on paper-based assessments
title_short	Student epistemological framing on paper-based assessments
title_full	Student epistemological framing on paper-based assessments
title_fullStr	Student epistemological framing on paper-based assessments
title_full_unstemmed	Student epistemological framing on paper-based assessments
title_sort	student epistemological framing on paper-based assessments
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/a94557da392e49389ae0566157508536
work_keys_str_mv	AT kellishar studentepistemologicalframingonpaperbasedassessments AT rosemarysruss studentepistemologicalframingonpaperbasedassessments AT jamestlaverty studentepistemologicalframingonpaperbasedassessments
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Student epistemological framing on paper-based assessments

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