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

该研究旨在探究反思性评价在知识创新能力培养中的作用和价值。为支持学生的反思性评价,研究使用了知识链接分析器KCA。在适切的教学支持下,KCA能帮助学生对自己班级共同生成的在线讨论话语进行协同反思与评价。该研究采用案例研究的方式,历时五个月完成,研究的参与者是香港地区一所初中三年级的一个自然班(37人)。学生交互和协作的量化数据显示,学生之间的交互和协作越来越好,他们平等地承担知识建构的责任。学生知识论坛上所写笔记的内容分析表明,在一个适切的、促进元认知策略有效使用的协作学习环境中,学生共同体能够共同承担高层次的认知和社会责任,共同创造知识及发展知识创造能力。该研究的研究结果,对于设计融合反思评价的学习环境,具有很好的启示作用。同时本研究对于我们进一步理解评价、协作探究、知识创新以及教学实践之间的关系也具有很重要的理论价值。

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.