BackgroundUndergraduates' collective epistemic agency is critical for their productive collaborative inquiry and knowledge building (KB). However, fostering undergraduates' collective epistemic agency is challenging. Studies have demonstrated the potential of computer-supported collaborative inquiry approaches, such as KB-the focus of this study, and reflective assessment to foster collective epistemic agency.ObjectivesThis study used a quasi-experimental design to examine the impact of reflective assessment on undergraduates' collective epistemic agency and the mechanisms of this impact.Metho...
