Reflective assessment in knowledge building by students with low academic achievement
Reflective assessment in knowledge building by students with low academic achievement
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学业成绩低的学生知识建构的反思性评估
DOI：
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发表时间：
2016
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通讯作者：
Stella Wen Tian
中科院分区：
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作者：
Yuqin Yang;J. Aalst;Carol K. K. Chan;Stella Wen Tian
本研究探讨了低成绩学生是否以及如何通过知识连接分析器（KCA）支持的反思性评估来协同提高他们的知识建构话语。参与者是一个由20名成绩不佳的11年级学生组成的班级，他们从一位经验丰富的老师那里学习视觉艺术。我们使用多种方法在几个粒度级别上分析学生的在线话语。结果表明，成绩低的学生能够承担起推进集体知识的责任，因为他们产生了理论和问题，建立在彼此的想法之上，并综合并超越了他们社区的想法。对定性数据（如KCA提示表、学生访谈和课堂观察）的分析表明，学生能够在知识构建环境中使用KCA进行反思性评估，并且反思性评估的使用可能有助于学生关注知识构建的目标。讨论了如何通过反思性评估促进低成绩学生协作提高他们的知识建构话语的含义。
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.