Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students

Autor/inn/en	Yang, Yuqin; van Aalst, Jan; Chan, Carol K. K.
Titel	Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
Quelle	In: American Educational Research Journal, 57 (2020) 3, S.1241-1289 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219872444
Schlagwörter	Reflection; Student Evaluation; Knowledge Level; Low Achievement; Academic Achievement; Grade 9; Foreign Countries; Teaching Methods; Metacognition; Learner Engagement; Educationally Disadvantaged; Computer Uses in Education; Cooperative Learning; Secondary School Students; Inquiry; Student Attitudes; Hong Kong + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Wissensbasis; Unterdurchschnittliche Leistung; Schulleistung; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computernutzung; Kooperatives Lernen; Sekundarschüler; Schülerverhalten; Hongkong
Abstract	This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low achievers were able to engage in productive discourse, with evidence of metacognitive, collaborative, and epistemic inquiry. Analysis illustrates how the design supported student engagement, including (1) reflective inquiry and social metacognition; (2) reflective meta- and epistemic talk; (3) evidence-based reflection for collective growth; and (4) reflection embedded in community ethos. Implications of reflective assessment for supporting low achievers for inquiry learning and KB are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01