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ERIC Number: ED503877
Record Type: Non-Journal
Publication Date: 2008-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-1548-6613
Assessing Students' Reflective Responses to Chemistry-related Learning Tasks
Tan, Kok Siang; Goh, Ngoh Khang
Online Submission, US-China Education Review v5 n11 p28-36 Nov 2008
Key to renewed concern on the affective domain of education (Fensham, 2007) and on school graduates' readiness for a world of work (DEST, 2008; WDA, 2006) is the student's inclination-to-reflect when engaged in a learning or problem-solving task. Reflective learning is not new to education (Dewey, 1933; Ellis, 2001). Since the inclination-to-reflect may not be obvious even among adults at work (Seibert & Daudelin, 1999), how much more can we expect from school students? This article presents part of a research on secondary school students' inclination-to-reflect when engaged in chemistry learning tasks. The instrument used is the three-part Chemistry Learning and Thinking Instrument (CLTI). The first part seeks to characterize students' inclination-to-reflect while attempting chemistry learning tasks and the other parts aim to characterize their learning-thinking preferences in the subject. This article shares the construction of the learning tasks in the first part and how students' reflective responses to these tasks are encouraged, scored and analyzed. Since assessment is said to drive teaching and learning, an alternative form of assessment, such as these CLTI items, may help students become more reflective in their learning habits and hence more adaptable to the world of work. (Contains 1 table and 5 figures.)
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore