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 theoretical argument about coherence between instructional values and systems, how this may be achieved through “community judgment” at centre. purpose was to understand process perceived usefulness collaborative ontology development, narrative conceptual level without grades or detailed probabilistic relationships. Findings two kinds are discussed. First, we identified set framework-building moves used ontology-based reasoning. Second, evidence that participants development useful empowering sharpening their ability communicate nuanced arguments.