Patric Wallin, Jonathan Reams, Sven Veine, and Martha Kalvig Anderson
Abstract: In today’s society, rapidly changing conditions and expectations mean that students need to learn how to make reflective judgments, and there is a clear need to better understand how to create learning environments that scaffold student learning to make these judgments. Here, we explore the design of a learning environment that integrates an computerized scoring system into a large scale course to provide students with formative assessment of their cognitive complexity level. We discuss important aspects to consider when framing and integrating this technology and how the deployment allows for formative assessment practices in large scale courses found in today’s education.
Tags: Cognitive ability, learning environment, metacognition, Wallin, Veine, Andersen, Higher Education, scaffolding, Reams
