Students should have opportunities to monitor their own learning and progress. For example, unscored items such as "How did you know?" guide students in thinking about what they have learned. Revisiting an unscored "wonder question" at the end of the assessment provides an opportunity for students to reflect on what they have learned about a science concept.
A self-reflection item that does not allow the student to articulate how they came to a conclusion and instead distracts them, such as an item asking about their preferences or opinion around different climates when the tested constructs are around adaptations of animals. The teacher gives the student a generic response at the end of the session, such as "good job".
Consider how students with visual impairments or communication support needs can respond to a "thinkaloud" question.