Knowledge-building discourse improved significantly from before to during reflective assessment, with students contributing more explanation-seeking questions, explanations, and metacognitive questions and statements.¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The frequency distribution of discourse categories differed significantly between Time 1 and Time 2, χ²(df=8, N=161)=46.2, ϕ=.54, described as a moderate to large effect. → Yang 2016

Evidence¶

Yang 2016¶

Yang, Y., van Aalst, J., Chan, C.K.K., & Tian, W. (2016). Reflective assessment in knowledge building by students with low academic achievement. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-016-9239-1

q2 · i? · design · r2

Chi-square test comparing note-category proportions before (weeks 6–8, 102 notes) and during (weeks 9–17, 59 notes) reflective assessment using KCA. The article reports "χ2(df =8 , N = 161) = 46.2, ϕ = .54" and calls it "a moderate to large effect."

"The frequency distributions were significantly different for the two phases, χ2(df =8 , N = 161) = 46.2, ϕ = .54; this is a moderate to large effect."

Discussion¶

Related Claims¶

• Students with low achievement can assume high-level responsibility for collectively accomplishing knowledge-building discourse in a supportive knowledge-building environment.
• Collaborative analytics-supported reflective assessment helps PSTs develop collaborative inquiry competencies for community knowledge advancement in a knowledge building course — related