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Article: Reflective Assessment In Knowledge Building By Students With Low Achievement
Title | Reflective Assessment In Knowledge Building By Students With Low Achievement |
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Authors | |
Keywords | Knowledge building Reflective assessment Metacognition Students with low achievement |
Issue Date | 2016 |
Publisher | Springer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=true |
Citation | International Journal of Computer-Supported Collaborative Learning, 2016, v. 11 n. 3, p. 281-311 How to Cite? |
Abstract | This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/261895 |
ISSN | 2023 Impact Factor: 4.2 2023 SCImago Journal Rankings: 1.528 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Yang, Y. | - |
dc.contributor.author | van Aalst, JCW | - |
dc.contributor.author | Chan, CKK | - |
dc.contributor.author | Tien, W | - |
dc.date.accessioned | 2018-09-28T04:49:56Z | - |
dc.date.available | 2018-09-28T04:49:56Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | International Journal of Computer-Supported Collaborative Learning, 2016, v. 11 n. 3, p. 281-311 | - |
dc.identifier.issn | 1556-1607 | - |
dc.identifier.uri | http://hdl.handle.net/10722/261895 | - |
dc.description.abstract | This study investigated whether and how students with low prior achievement can carry out and benefit from reflective assessment supported by the Knowledge Connections Analyzer (KCA) to collaboratively improve their knowledge-building discourse. Participants were a class of 20 Grade 11 students with low achievement taking visual art from an experienced teacher. We used multiple methods to analyze the students' online discourse at several levels of granularity. Results indicated that students with low achievement were able to take responsibility for advancing collective knowledge, as they generated theories and questions, built on each others' ideas, and synthesized and rose above their community's ideas. Analysis of qualitative data such as the KCA prompt sheets, student interviews and classroom observations indicated that students were capable of carrying out reflective assessment using the KCA in a knowledge building environment, and that the use of reflective assessment may have helped students to focus on goals of knowledge building. Implications for how students with low achievement collaboratively improve their knowledge-building discourse facilitated by reflective assessment are discussed. | - |
dc.language | eng | - |
dc.publisher | Springer New York LLC. The Journal's web site is located at http://www.springer.com/sgw/cda/frontpage/0,11855,4-40521-70-52582798-0,00.html?changeHeader=true | - |
dc.relation.ispartof | International Journal of Computer-Supported Collaborative Learning | - |
dc.rights | The final publication is available at Springer via http://dx.doi.org/10.1007/s11412-016-9239-1 | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Knowledge building | - |
dc.subject | Reflective assessment | - |
dc.subject | Metacognition | - |
dc.subject | Students with low achievement | - |
dc.title | Reflective Assessment In Knowledge Building By Students With Low Achievement | - |
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 | 10.1007/s11412-016-9239-1 | - |
dc.identifier.scopus | eid_2-s2.0-84982261353 | - |
dc.identifier.hkuros | 292655 | - |
dc.identifier.volume | 11 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 281 | - |
dc.identifier.epage | 311 | - |
dc.identifier.isi | WOS:000385153700003 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 1556-1607 | - |