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Abstract Title: Assessing the accuracy of student reflection
Abstract: We consider reflection a retrospective form of metacognition in which the learner retraces how she or he came to understand a concept. Reflection is not only likely to be important for independent learning, but also would seem to be a valuable prerequisite for teachers seeking to gauge and guide the learning of their students.  But how accurate are learners in identifying changes in their own thinking? We have been examining student reflection in a Physics and Everyday Thinking course for preservice teachers. An assessment question involving Newton's 2nd law was administered just before a relevant class activity, and then again afterwards, about two weeks later. The re-assessment included a prompt asking students to describe how their thinking had changed. We code responses to evaluate students' physics content accuracy, and compare pre/post differences to the students' self-reported reflections.  Preliminary findings will be shared.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Andrew Boudreaux
Western Washington University
516 High St
Bellingham, WA 98225
Phone: 360 650-7383
and Co-Presenter(s)
Therese Claire, Western Washington University
Tija Tippett, Western Washington University