Making classroom assessment more accountable to scientific reasoning: A case for attending to mechanistic thinking

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Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology (2011, background): “Recent research by Russ and her colleagues (Russ, Coffey, Hammer, & Hutchison, 2009 ; Russ, Scherr, Hammer, & Mikeska, 2008 ) has shown that even first-grade students grasp some components of the mechanisms discussed by Machamer et al.”
Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “(Russ et al., 2009, p. 886) The practice of teaching involves, at a minimum, all activities related to designing instruction (e.g., selecting materials, planning lessons), implementing instruction, and assessing learning.”
Assessing students' understanding of inquiry: What do prospective science teachers notice? (2013, background): “Although most of the research on teacher noticing has been done in the context of mathematics teacher education, recent studies in science education have begun to highlight the importance of carefully analyzing what science teachers pay attention to, particularly in reference to student thinking (Co”