ABSTRACT
Reflective assessment is a metacognitive learning approach that is within the larger construct of formative assessment. It is an innovation that includes assessment of learning with learning activities to serve both students and teachers. The Clear and Unclear Windows strategy is an assessment technique that can be used at the end of a lesson or series of lessons. Journaling serves the self-reflective and self-assessment needs of the student and also the evidence-based needs of the teacher. Black and Wiliam found a pattern of effect sizes consistently between 0.4 and 0.7, "larger than most of those found for educational innovations". In a meta-analysis correlating school factors with student achievement, Wang, Haertel, and Walberg found that student's metacognitive processes have an influence on learning second only to teacher's abilities to maintain active participation. A pattern of significant research findings suggests that classroom practitioners should embrace student involvement in formative assessment processes.
