Teachers’ Ontology-based Reasoning for Assessment in Student-centered Learning Environments

Yoav Bergner, Ofer Chen

Research output: Contribution to journalArticlepeer-review


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

Original languageEnglish (US)
Pages (from-to)73-92
Number of pages20
JournalLearning: Research and Practice
Issue number1
StatePublished - 2023


  • Ontologies
  • evidence-centred design
  • student-centred learning
  • teachers

ASJC Scopus subject areas

  • Education


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