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

Yuqin Yang* (Corresponding Author), Jan van Aalst, Carol K.K. Chan

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)
14 Downloads (Pure)

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.
Original languageEnglish
Pages (from-to)1-49
Number of pages49
JournalAmerican educational research journal
DOIs
Publication statusE-pub ahead of print/First online - 27 Sep 2019
Externally publishedYes

Keywords

  • UT-Hybrid-D

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