#1060: Developing Agency using Analytics-Supported Collective Reflective Assessment among PSTs

This quasi-experimental study examined the impact of Analytics-Supported Collective Reflective Assessment (AsCRA) on pre-service teachers’ (PSTs) agency. The AsCRA tool was adapted with layered information visualization and step-by-step reflective scaffolds to address PSTs’ operational challenges and reduce information overload. Forty-seven PSTs in the experimental class completed knowledge building (KB) inquiry with AsCRA, while 40 PSTs in the comparison class used KB-based independent/collaborative reflective notes. Analyses of Knowledge Forum notes and group discussion data revealed the experimental class exhibited higher agency (participation, internal cohesion, responsiveness). AsCRA fostered agency via reflective inquiry, theory co-construction and sustained collaboration, with agency positively correlated to participation, novel contributions and communication efficiency. This study validates that adapted AsCRA enhances PSTs’ agentic, epistemic and disciplinary agency, providing practical implications for teacher education through structured collective reflection and collaborative KB environments.