Facilitating Knowledge Building Through Reflective Assessment

• In Event: 49.056 - Classroom Assessment Tools and Tasks

Abstract

Knowledge building, which is more student-centered and collaborative than most instruction, may offer a context for low achievers to put more effort into schoolwork and to develop metacognitive skills. This study explores how reflective assessment process supported by the Knowledge Connections Analyzer can be used to enable low achievers to improve domain understanding and metacognitive skills. The findings are expected to provide important implications regarding the design of technology-rich environments as metacognitive tools to support low achievers; and to shed light on how teachers can use them to engage learners in metacognitive practices to develop regulatory skills.

Authors

• Yuqin Yang, The University of Hong Kong

• Jan van Aalst, The University of Hong Kong

• Carol K. Chan, University of Hong Kong