چکیده:
The present study aimed to investigate the interaction among grade dropping and reflective thinking abilities of the participants and to also check if action research enhances learners’ reflective thinking. A cyclic action research was run for 8 sessions. Kember et al.’s (2010) reflective thinking questionnaire and three in-term quizzes were administered. Students also made questions based on their course book passages and develop reflective thinking journals. Although the results suggested no linear relation between grade dropping and reflective thinking, students strategically decided to drop their lowest score and receive a replacement exam. Furthermore, analyses of students’ questions based on Bloom’s (1956) Taxonomy and their reflections revealed that learners’ reflective thinking level was enhanced. Such results might be conducive to highlighting students’ role in assessment policies.
خلاصه ماشینی:
We particularly followed alternatives that include continuous connections between teachers and students (through action research and students’ journal writing and question making), it is what Lo´pez-Pastor (2009) describes as ‘shared assessment’ which also boost students’ autonomy and reflective thinking (as cited by Lorente & Kirk, 2013).
, (2002), in the present study, learners’ participation in assessment also included decisions about dropping their lowest score and taking a replacement test and consequently about their total score; meanwhile it was assumed that their dropping decisions might be affected by their reflective thinking levels.
2. Method The study was conducted through cycles of action research and aimed to investigate the interaction among reflective thinking skills of participants and their decisions about dropping their lowest scores of three in-term quizzes; participants were involved in journal writing and question making activities.
Furthermore, the study has been conducted based on the experimental research design and falls into the category of pre- and- posttest measures as the instructor planned to enhance the reflective thinking level of the participants.
Hence, in the present study, the learners were asked to keep a reflective thinking journal to record their reflection on the class life, their involvement in action research, and problems regarding question making.
Furthermore, the instructor focused on various cycles of action research both to involve learners in solving the problem of learners’ question making and enhancing reflective thinking level.