Developing a multiple-document-processing performance assessment for epistemic literacy

Knight, S; Littleton, K

Developing a multiple-document-processing performance assessment for epistemic literacy

Knight, S

Littleton, K

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Publication Type:: Conference Proceeding
Citation:: ACM International Conference Proceeding Series, 2015, 16-20-March-2015 pp. 241 - 245
Issue Date:: 2015-03-16

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Field	Value	Language
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780	en_US
dc.contributor.author	Littleton, K	en_US
dc.date.issued	2015-03-16	en_US
dc.identifier.citation	ACM International Conference Proceeding Series, 2015, 16-20-March-2015 pp. 241 - 245	en_US
dc.identifier.isbn	9781450334174	en_US
dc.identifier.uri	http://hdl.handle.net/10453/122093
dc.description.abstract	The LAK15 theme "shifts the focus from data to impact", noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach - the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of traceindicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.	en_US
dc.relation.ispartof	ACM International Conference Proceeding Series	en_US
dc.relation.isbasedon	10.1145/2723576.2723577	en_US
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Developing a multiple-document-processing performance assessment for epistemic literacy	en_US
dc.type	Conference Proceeding
utslib.citation.volume	16-20-March-2015	en_US
utslib.for	080602 Computer-Human Interaction	en_US
utslib.for	130306 Educational Technology and Computing	en_US
utslib.for	130303 Education Assessment and Evaluation	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
utslib.copyright.status	open_access	*
pubs.publication-status	Published	en_US
pubs.volume	16-20-March-2015	en_US

Abstract:

The LAK15 theme "shifts the focus from data to impact", noting the potential for Learning Analytics based on existing technologies to have scalable impact on learning for people of all ages. For such demand and potential in scalability to be met the challenges of addressing higher-order thinking skills should be addressed. This paper discuses one such approach - the creation of an analytic and task model to probe epistemic cognition in complex literacy tasks. The research uses existing technologies in novel ways to build a conceptually grounded model of traceindicators for epistemic-commitments in information seeking behaviors. We argue that such an evidence centered approach is fundamental to realizing the potential of analytics, which should maintain a strong association with learning theory.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/122093