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Reflection is a response developed to make meaning from the integration of knowledge and experience, or theory and practice.
While reflection as assessment encompasses reflective practice in professional contexts, it is also relevant for assessing critical reflection on learning (Thompson & Pascal, 2012).
Reflection is the process of engaging the self in attentive, critical, exploratory and iterative interactions with one’s thoughts and actions, and their underlying conceptual frame, with a view to changing them and with a view on the change itself. (Nguyen et al., 2014)
The development of graduates who are reflective practitioners is a key goal in higher education. Critically reflective practice applies the learning from reflection to professional practice in a continual cycle. Reflective writing, where students reflect on placements in the light of the theoretical learning, is often a component of professional placement subjects such as nursing, other medical and health care disciplines and teaching practice. However, reflection can also be the final assessment task in a wide range of other disciplines.
There are a range of models for reflection that can be used. Explore the additional resources, below, for some of these options:
Assessing Reflection. DePaul University. Retrieved from https://resources.depaul.edu/teaching-commons/teaching-guides/feedback-grading/Pages/assessing-reflection.aspx on April 15, 2020.
Critically Reflective Practice. Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice, 13(2), 311-325. doi: http://dx.doi.org/10.1080/14623943.2012.657795
Facilitating Reflection – University of Vermont. Retrieved from https://www.uvm.edu/~dewey/reflection_manual/ on April 15, 2020.
Facilitator’s Toolkit. University of Edinburgh, Reflection Toolkit. Retrieved from https://www.ed.ac.uk/reflection/facilitators-toolkit on April 16, 2020.
Guided Reflection and Assessment. Ash, S. L., & Clayton, P. H. (2004). The Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education, 29(2), 137-154. doi: http://dx.doi.org/10.1023/B:IHIE.0000048795.84634.4a
Kolb’s Experiential Learning Cycle – University of Leicester, David Kolb. Retrieved from https://www2.le.ac.uk/departments/doctoralcollege/training/eresources/teaching/theories/kolb on April 16, 2020.
Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Medical Education, 48(12), 1176-1189. doi: 10.1111/medu.12583
Sustainable Assessment. Boud, D., & Soler, R. (2015). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 1-14. doi: http://dx.doi.org/10.1080/02602938.2015.1018133. See particularly p. 6 and the questions on p.12.
The Active Reviewing Cycle – Roger Greenaway. Retrieved from http://reviewing.co.uk/learning-cycle/ on April 16, 2020.
Using Reflection for Assessment – University of Iowa. Retrieved from https://vp.studentlife.uiowa.edu/assets/ad1e01c8de/Using-Reflection-for-Assessment.pdf on April 15, 2020.
The following resources are for students and are useful as instructional resources. They also provide guidance for designing a reflection assessment: