Teachers’ epistemic cognition in situ: Evidence from classroom assessment

Nicole Barnes, Helenrose Fives, Sirine Mabrouk-Hattab, Kit SaizdeLaMora

Research output: Contribution to journalArticlepeer-review

19 Scopus citations


Assessment tasks require the coordination of multiple knowledge-related goals for various audiences, and therefore provide an authentic context to observe teachers’ epistemic cognition in practice. In this instrumental case study, we investigated seven, fifth grade English Language Arts teachers’ epistemic cognition as they evaluated students’ classroom assessments. Our analyses revealed that the components of epistemic cognition identified in the literature emerged in these teachers’ assessment processes. Moreover, we found evidence that teachers’ epistemic cognition was iterative and nuanced, and required shifts in aims and reliable processes. This resulted in teachers forming new kinds of “epistemic matters” and questions beyond those ideas noted in existing models of epistemic cognition. Significance and implications are discussed.

Original languageEnglish
Article number101837
JournalContemporary Educational Psychology
StatePublished - Jan 2020


  • Classroom assessment
  • English Language Arts
  • Epistemic cognition
  • Middle School
  • Qualitative methods
  • Teachers’ practices


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