Posts Tagged: Student Reflection

Two Stages of Metacognition: Prediction and Reflection

In Naiku, metacognition is a big deal! I often wonder how  metacognition came to play such an important role in the Naiku Assessment Platform. Is it because I spent roughly two years doing research on the feeling-of-knowing, an important metacognitive decision-making process (Nhouyvanisvong & Reder, 1998) as a psychology graduate student at Carnegie Mellon University and have subconsciously advocated for its inclusion in our assessment software? Or is it because metacognition, when students engage in these regulatory thinking processes, plays an important role in changing testing moments to learning moments (i.e., changing … Read More

Student Reflection: “It’s like a game”

I’ve written about the importance and benefits of student reflection in the testing/learning process before. Reflection is a great way to engage students in metacognition. But basically, it’s a fun way for students to give feedback to their teachers. At least, that’s what third graders tell me. Recently, I had the opportunity to observe third graders take their first test on the Naiku system. Taking tests on computers was not new to these students. So, they went about it in their usual fashion. They worked diligently and tried their best, as … Read More

The Importance of Student Reflection

Student Reflection When I do professional development for teachers and administrators on how to incorporate Naiku into their formative assessment practice, the part that gets them most excited is when I talk about student reflection. defines reflection as “a thought, idea, or opinion formed or a remark made as a result of meditation.” Here, I define reflection as a process by which students engage in metacogntive thinking about what they have done, what they are doing, and what they will do in the future. This type of thinking helps students … Read More

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