Dynamics of Reflective Assessment of Knowledge-Building Discourse by Students With Low Academic Achievement

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-4 - Design and Research in Learning Environments

Abstract

Knowledge building, which is more student-centered and collaborative than most instruction, may offer a context for students with low achievement (SwLA) to put more effort into schoolwork and to develop metacognitive skills. This study investigated how to empower SwLA as active agents to engage in sustained knowledge building and further transform their learning through a pedagogical design involving reflective assessment using the Knowledge Connections Analyzer (KCA). The findings are expected to provide implications regarding the design of technology-rich environments as metacognitive tools to support SwLA; and to shed light on how teachers can use them to help learners to engage in productive collaborative inquiry and develop metacognitive skills.

Authors

• Yuqin Yang, Central China Normal University

• Jan van Aalst, The University of Hong Kong

• Carol K. Chan, University of Hong Kong