Journal of Education and Human Development

Who are the Voices? Reflective Conversations within Assessment
Joanna C. Weaver, Ph.D; Cynthia D. Bertelsen, Ph.D; Erin T. Dziak

Abstract
At a time when students are immersed in social media, gaming, texting, and overall screen time, how do teachers engage their students in reflective conversations? Reflective conversations allow for students to reflect on their learning and growth and can be implemented across all grade bands. In this study, teachers invited first through fifth grade students to engage in face-to-face dialogue about their own learning through reflective conversations. Following each conversation, both students and teachers reflected on the experience. Overall, reflective conversations had a positive impact for students and teachers. Responses from teachers reflected student feelings of empowerment, responsibility, and ownership in the learning and assessment process. Students felt this experience enabled them to have a “voice” during the reflective conversation to articulate what they learned. Today, students may not engage in intentional and thoughtful conversations with peers or adults due to the increased number of screen-time hours, reflective conversation is essential to promote reflective, critical thinking.

Full Text: PDF     DOI: 10.15640/jehd.v9n1a4