2 research outputs found
Fostering Students’ Capacity to Reflect Through Formative Assessment Strategies
ABSTRACT: This action-research aimed at fostering students’ capacity to reflect on their learning process
through Formative Assessment Strategies (FAS). It was conducted in a public school in
Rionegro-Antioquia with 33-eighth graders during approximately one year. Action strategies
included two stages. The first one involved familiarization of students with FAS such as self
and peer assessment, rubrics and feedback by means of guiding questions, discussions and
formats. The second stage put into practice FAS seeking to promote students’ reflection on
their own learning process. Data gathering instruments included teacher’s journal, focus
group, and students’ artefacts. Findings revealed that students’ capacity to reflect allowed
them to take actions to benefit their learning process and support students’ reflection towards
task development and assessment. Some implications for this project included: (a)
intentionally conducting activities to familiarize students with the FAS and (b) time
investment at the beginning of the process while students get familiarized with the strategies