Assessments are usually thought of as ways for instructors to get information from students. In this work, we flip this perspective and explore how assessments communicate information to students. Specifically, we consider how assessments may provide information about what faculty and/or researchers think it means to know and do physics, i.e. their epistemologies. Using data from students completing assessment questions during one-on-one think aloud interviews, we explore how assessment features did (or did not) impact student engagement with the assessment problems. We analyze video recordings and transcripts to infer the epistemological framings and resources students use while completing introductory-level physics problems. Students’ framings tended to be fairly stable, but when shifts occurred, they were triggered by a shift in epistemological resource, which can be activated by assessment feature. This work extends existing work on epistemological framing into the realm of assessment and allows us to consider the effects of assessments on our students’ understanding of physics teaching and learning.

中文翻译：

---

基于纸质评估的学生认识论框架

评估通常被认为是教师从学生那里获取信息的一种方式。在这项工作中，我们将转变这种观点，并探索评估如何将信息传达给学生。具体来说，我们考虑评估如何提供有关以下知识的信息：教师和/或研究人员认为这意味着了解和从事物理学，即他们的认识论。使用在一对一的大声访谈中​​完成评估问题的学生的数据，我们探索评估功能如何（或不）影响学生参与评估问题。我们分析视频记录和成绩单，以推断学生在完成入门级物理问题时所使用的认识论框架和资源。学生的构架趋于稳定，但是当发生变化时，它们是由认识论资源的变化触发的，可以通过评估功能来激活。这项工作将关于认识论框架的现有工作扩展到了评估领域，并使我们能够考虑评估对学生对物理教学的理解的影响。