反思性评价在协同知识创新能力培养中的应用研究

Facilitating Collective Knowledge Creation through Reflective Assessment

This study investigated the potential of reflective assessment to promote collective knowledge advancement in a knowledge building environment augmented by reflective assessment by conducting an interventional case study. The participants were one Hong Kong 9th-grade Visual- Arts intact class with 37 low-achieving students. Aided by the Knowledge Connections Analyzer (KCA， assessment tool designed for students’ use for reflective assessment on online discourse) and accompanying pedagogical supports for the intervention， students engaged in collaborative reflective assessment on their community’s ideas using the KCA data and prompt sheets， production of synthesis notes， and iterative improvement of ideas. Quantitative analysis showed that the classroom community became more connected and interactive over time. Qualitative analysis of students’ online discourse indicated that low-achieving students in this class were able to make democratic contributions and to collectively advance the community’s discourse. The study’s implications and further research are discussed.