Reflection

Letting students reflect on their own written work enhances its meaning and broadens the student's view. Reflecting on experiences supports deep and meaningful learning.  Reflection has many facets and by making more reflections students will come to deeper layers and more insights. 

Reflection can be practiced in many different ways, like discussions, interviews, questionings, logs & journals, modeling, supervision and intervision.  On this page you can find information on how to set up a reflection assignment with impact.

 

The way to do this #1:

It is important that there is a relaxed, open atmosphere. Make clear beforehand that the oral exam will be audiotaped. During the oral exam: after making connection (by using an ice breaker or having a check how the student is doing) start with the goals of the conversation and determine together the agenda.  Follow one or more standard reflection method(s) or a clear structure, which you have been practiced in class.

The way to do this #2:

Don't assume students can reflect. They need a learning process. So focus on assessing the steps in the learning process in the beginning of the curriculum. And determine later in the curriculum which requirements must be set for sufficient depth in reflection.

The way to do this #3:

Make sure you are well prepared for oral reflection or oral feedback. Reflections works well when they are based on specific observations and evaluation results together with oral communication.

The way to do this #4:

Finish the oral communication by questioning the process of assessing by capturing follow-up actions or determining the way to finalization.

 

Good practice

Pitfalls

In stead of reflecting on a specific case, the talking is about cases in general. In a reflection it is important to stay with a specific case in order to be able to let the student make a transfer to a broader view, his own identity and future learning  at the end of the reflection.

The teacher is talking too much. In a reflection conversation, it is important that the student holds the conversation.

The teacher is too much looking for the right answer. In a reflection, the main goal is to assess whether students have reached a certain level of broad, balanced and reflective thinking. Whether an answer on a question is ‘correct’, is not what must be looked for.

The three most common assessment methods for Reflection:

  1. Critical reasoning and argumentation in written assessments by making reasoning explicit in the discussion part of a written product while substantiating its relevance by means of scientific theories; substantiating and criticising the methodology used and the conclusions drawn.
  2. Reflection interview is a conversation in which the student and the assessor(s) reflect on the student's work and process. This conversation can be an addition to an observation or assessment of the student's work.
  3. Self reflection (video, drawing, written) is a product of reflecting of the student on one or more cases with reflection instruments to learn from their own identity and set personal learning goals.


A reflection assignment or interview can stand alone as assessment method, like: reflective journal assignment, three minute essay, criterion based interview.

Reflection can also be integrated in other assessment methods, like:

  • Discussion part in written products: paper, essay, take home exam, writing assignment, writing assignment with 20 minutes oral exam, poster presentation.
  • Performance assessments: critical incidents, practical, contract, project, excursion, field trip, working visit, 360 degree feedback.
  • Final exam: dissertation, portfolio, advisory report, product design, product completion, defend, portfolio interview.
Do you want to know more about a specific assessment method or do you have a good practice, please contact toetsing@vu.nl


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