Learning of assessment in teacher education: the role of epistemic beliefs

References

• Anderson, L. M., Blumenfeld, P., Pintrich, P. R., Clark, C. M., Marx, R. W., & Peterson, P. (1995). Educational psychology for teachers: Reforming our courses, rethinking our roles. Educational Psychologist, 30(3), 143–157. https://doi.org/10.1207/s15326985ep3003_5
   Web of Science ®Google Scholar
• Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 284–300). Routledge.
   Google Scholar
• Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers’ conceptions of the purpose of assessment. Teaching and Teacher Education, 65(2), 107–116. https://doi.org/10.1016/j.tate.2017.02.017
   Google Scholar
• Baytelman, A., Iordanou, K., & Constantinou, C. P. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues. Journal of Research in Science Teaching, 57(8), 1199–1227. https://doi.org/10.1002/tea.21627
   Web of Science ®Google Scholar
• Bloom, B. S., Engelhart, M. D., Frost, E. J., Hill, W. H., & Krathwohl, D. R. (Eds.). (1956). . Taxonomy of educational objectives. Handbook 1: Cognitive domain. David McKay.
   Google Scholar
• Bondy, E., Ross, D., Adams, A., Nowak, R., Brownell, M., Hoppey, D., & Stafford, L. (2007). Personal epistemologies and learning to teach. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 30(2), 67–82. https://doi.org/10.1177/088840640703000202
   Google Scholar
• Bråten, L., & Strømsø, H. (2006). Predicting achievement goals in two different academic contexts: A longitudinal study. Scandinavian Journal of Educational Research, 50(2), 127–148. https://doi.org/10.1080/00313830600575932
   Google Scholar
• Brownlee, J., Edwards, A., Berthelsen, D., & Boulton Lewis, G. (2011). Caregivers’ personal epistemologies and practice: Implications for working with toddlers in long day care. European Early Childhood Education Research Journal, 4(1), 55–70.
   Google Scholar
• Buehl, M. M., & Alexander, P. A. (2005). Motivation and performance differences in students’ domain-specific epistemological belief profiles. American Educational Research Journal, 42(4), 697–726. https://doi.org/10.3102/00028312042004697
   Web of Science ®Google Scholar
• Buehl, M. M., & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. Greene; W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 247–264). Routledge.
   Google Scholar
• Cartiff, B. M., Duke, R. F., & Greene, J. A. (2021). The effect of epistemic cognition interventions on academic achievement: A meta-analysis. Journal of Educational Psychology, 113(3), 477–498. https://doi.org/10.1037/edu0000490
   Web of Science ®Google Scholar
• Chiu, M. M. (2007). Families, economies, cultures, and science achievement in 41 countries: Country-, school-, and student-level analyses. Journal of Family Psychology, 21(3), 510–519. https://doi.org/10.1037/0893-3200.21.3.510
   PubMed Web of Science ®Google Scholar
• Feucht, F. C. (2010). Epistemic climate in elementary classrooms. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 55–93). Cambridge University Press.
   Google Scholar
• Fives, H., Barnes, N., Buehl, M. M., Mascadri, J., & Ziegler, N. (2017). Teachers’ epistemic cognition in classroom assessment. Educational Psychologist, 52(4), 270–283. https://doi.org/10.1080/00461520.2017.1323218
   Web of Science ®Google Scholar
• Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084–1111. https://doi.org/10.1037/edu0000263
   Web of Science ®Google Scholar
• Greene, J. A., Muis, K. R., & Pieschl, S. (2010). The role of epistemic beliefs in students’ self-regulated learning with computer-based learning environments: Conceptual and methodological issues. Educational Psychologist, 45(4), 245–257. https://doi.org/10.1080/00461520.2010.515932
   Web of Science ®Google Scholar
• Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). An introduction to epistemic cognition. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 1–15). Routledge.
   Google Scholar
• Hennessey, M., Murphy, P. K., & Kulikowich, J. (2013). Investigating teachers’ beliefs about the utility of epistemic practices: A pilot study of a new assessment. Instructional Science, 41(3), 499–519. https://doi.org/10.1007/s11251-012-9241-6
   Web of Science ®Google Scholar
• Hill, M., Ell, F., Grudnoff, L., & Limbrick, L. (2014). Practise what you preach: Initial teacher education students learning about assessment. Assessment Matters, 7, 90–110. https://doi.org/10.18296/am.0126
   Google Scholar
• Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378–405. https://doi.org/10.1006/ceps.1999.1026
   PubMed Web of Science ®Google Scholar
• Hofer, B. (2010). Epistemology, metacognition, and self-regulation: Musings on an emerging field. Metacognition and Learning, 5(1), 113–120. https://doi.org/10.1007/s11409-009-9051-7
   Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.3102/00346543067001088
   Web of Science ®Google Scholar
• Krieger, N. (1992). Overcoming the absence of socioeconomic data in medical records: Validation and application of a census-based methodology. American Journal of Public Health, 82(5), 703–710. https://doi.org/10.2105/AJPH.82.5.703
   PubMed Web of Science ®Google Scholar
• Lunn Brownlee, J., Ferguson, L. E., & Ryan, M. E. (2017). Changing teachers’ epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242–252. https://doi.org/10.1080/00461520.2017.1333430
   Web of Science ®Google Scholar
• Lunn, J., Walker, S., & Mascadri, J. (2015). Personal epistemologies and teaching. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 319–335). Routledge.
   Google Scholar
• Maclellan, E. (2015). Updating understandings of ‘teaching’: Taking account of learners’ and teachers’ beliefs. Teaching in Higher Education, 20(2), 171–182. https://doi.org/10.1080/13562517.2014.966238
   Web of Science ®Google Scholar
• Maggioni, L., & Parkinson, M. M. (2008). The role of teacher epistemic cognition, epistemic beliefs, and calibration in instruction. Educational Psychology Review, 20(4), 445–461. https://doi.org/10.1007/s10648-008-9081-8
   Web of Science ®Google Scholar
• Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317–377. https://doi.org/10.3102/00346543074003317
   Web of Science ®Google Scholar
• Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42(3), 173–190. https://doi.org/10.1080/00461520701416306
   Web of Science ®Google Scholar
• Muis, K. R., & Franco, G. M. (2010). Epistemic profiles and metacognition: Support for the consistency hypothesis. Metacognition and Learning, 5(1), 27–45. https://doi.org/10.1007/s11409-009-9041-9
   Web of Science ®Google Scholar
• Nichols, S. L., & Varier, D. (2021). Toward a better understanding of assessment in teaching and teacher preparation. In S. L. Nichols & D. Varier (Eds.), Teaching on assessment (pp. 1–14). Information Age Publishing.
   Google Scholar
• Ormrod, J. E. (2012). Test bank for “Essentials of educational psychology: Big ideas to guide effective teaching” (3rd ed.). Pearson.
   Google Scholar
• Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87(2), 282–292. https://doi.org/10.1037/0022-0663.87.2.282
   Web of Science ®Google Scholar
• Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K. (2020). Effects of an extracurricular science intervention on elementary school children’s epistemic beliefs: A randomized controlled trial. The British Journal of Educational Psychology, 90(2), 382–402. https://doi.org/10.1111/bjep.12301
   PubMed Web of Science ®Google Scholar
• Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling (3rd ed.). Routledge.
   Google Scholar
• Smith, L. F., Hill, M. F., Cowie, B., & Gilmore, A. (2014). Preparing teachers to use the enabling power of assessment. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 303–323). Springer.
   Google Scholar
• Wang, J.-R., Kao, H.-L., & Lin, S.-W. (2010). Preservice teachers’ initial conceptions about assessment of science learning: The coherence with their views of learning science. Teaching and Teacher Education, 26(3), 522–529. https://doi.org/10.1016/j.tate.2009.06.014
   Web of Science ®Google Scholar
• Wan, Z. H., So, W. M. W., & Hu, W. (2021). Necessary or sufficient? The impacts of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking. International Journal of Science Education, 43(5), 672–692. https://doi.org/10.1080/09500693.2021.1877368
   Web of Science ®Google Scholar
• Weinstock, M., & Roth, G. (2011). Teachers’ personal epistemologies as predictors of support for their students’ autonomy. In J. Brownlee, G. Schraw, & D. Berthelsen (Eds.), Epistemic beliefs and teacher education (pp. 165–179). Routledge.
   Google Scholar
• Yang, F., Chang, C., & Hsu, Y. (2008). Teacher views about constructivist instruction and personal epistemology: A national study in Taiwan. Educational Studies, 34(5), 527–542. https://doi.org/10.1080/03055690802288486
   Web of Science ®Google Scholar