File Download
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.3102/0002831219872444
- Scopus: eid_2-s2.0-85074037692
- WOS: WOS:000488735000001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: Dynamics Of Reflective Assessment And Knowledge Building For Academically Low-achieving Students
Title | Dynamics Of Reflective Assessment And Knowledge Building For Academically Low-achieving Students |
---|---|
Authors | |
Keywords | reflective assessment metacognition collaborative inquiry technology-enhanced learning academic low achievers |
Issue Date | 2020 |
Publisher | Sage Publications, Inc. The Journal's web site is located at http://aer.sagepub.com/ |
Citation | American Educational Research Journal, 2020, v. 57 n. 3, p. 1241-1289 How to Cite? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/278286 |
ISSN | 2023 Impact Factor: 3.5 2023 SCImago Journal Rankings: 2.232 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Yang, Y | - |
dc.contributor.author | van Aalst, JCW | - |
dc.contributor.author | Chan, CKK | - |
dc.date.accessioned | 2019-10-04T08:11:05Z | - |
dc.date.available | 2019-10-04T08:11:05Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | American Educational Research Journal, 2020, v. 57 n. 3, p. 1241-1289 | - |
dc.identifier.issn | 0002-8312 | - |
dc.identifier.uri | http://hdl.handle.net/10722/278286 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | Sage Publications, Inc. The Journal's web site is located at http://aer.sagepub.com/ | - |
dc.relation.ispartof | American Educational Research Journal | - |
dc.rights | American Educational Research Journal. Copyright © Sage Publications, Inc. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | reflective assessment | - |
dc.subject | metacognition | - |
dc.subject | collaborative inquiry | - |
dc.subject | technology-enhanced learning | - |
dc.subject | academic low achievers | - |
dc.title | Dynamics Of Reflective Assessment And Knowledge Building For Academically Low-achieving Students | - |
dc.type | Article | - |
dc.identifier.email | van Aalst, JCW: vanaalst@hku.hk | - |
dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
dc.identifier.authority | van Aalst, JCW=rp00965 | - |
dc.identifier.authority | Chan, CKK=rp00891 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.3102/0002831219872444 | - |
dc.identifier.scopus | eid_2-s2.0-85074037692 | - |
dc.identifier.hkuros | 306243 | - |
dc.identifier.volume | 57 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 1241 | - |
dc.identifier.epage | 1289 | - |
dc.identifier.isi | WOS:000488735000001 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 0002-8312 | - |