Collaborative analytics-supported reflective Assessment for Scaffolding Pre-service Teachers’ collaborative Inquiry and Knowledge Building

Abstract Helping pre-service teachers (PSTs) develop competencies in collaborative inquiry and knowledge building is crucial, but this subject remains largely unexplored CSCL. This study examines the design process of analytics-supported reflective assessment its effects on promoting PSTs to their building. We used a quasi-experimental that lasted 18 weeks. The experimental group was class 40 who took liberal studies course with enhanced by assessment. comparison 28 taught same instructor studied topics experienced regular environment using portfolios. analysis PSTs’ Knowledge Forum discourse showed helps for community advancement. reflection analytics prompt questions KBDeX visualization rubrics helped them engage productive involving continuous monitoring, analysis, negotiation, synthesis inquiry, identification promising routes actions guide further collective inquiry. Implications designing CSCL collaborative-analytics enriched student agency, broadening approaches teacher education are discussed.