reflective writing, portfolio, metacognition, validity, response
Metacognition is a typical learning outcome in composition courses, but providing feedback on low-stakes reflective writing and assessing highstakes reflective writing are complex tasks that warrant more attention in the literature. Consequently, this article explores how the assignment of and response to low-stakes reflective writing can provide effective scaffolding to higher-stakes reflective writing tasks. We present an example of our strategy for response through one instructor’s experience with responding to her first-year composition student’s low-stakes reflective writing. Ultimately, we call for more research on responding to reflective writing that will ensure the valid and reliable assessment of metacognition in composition courses.
Cohn, Jenae and Stewart, Mary
"Promoting Metacognitive Thought through Response to Low-Stakes Reflective Writing,"
Journal of Response to Writing: Vol. 2:
1, Article 4.
Available at: https://scholarsarchive.byu.edu/journalrw/vol2/iss1/4