#913: Reflective Assessment for Authentic Research among High School Students: Enhancing Epistemic Agency for Knowledge Building

This study investigates how high school students engage with reflective assessment during their authentic research experience. An individual interview was conducted to explore students’ reflections on their use of a reflective assessment document. Grounded theory analysis of the interview data and their reflective assessment document revealed key engagement. As a compelling theme, this document guides students to interpret research evidence and identify progressive questions. The findings inform educational designs to cultivate epistemic agency in a more student-centered, open-ended, collaborative inquiry context.