A four-category scheme for coding and assessing the level of reflection in written work

Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way requires a reliable protocol for assessing the level of reflection in written work. This article presents a...

Full description

Saved in:
Bibliographic Details
Published inAssessment and evaluation in higher education Vol. 33; no. 4; pp. 369 - 379
Main Authors Kember, David, McKay, Jan, Sinclair, Kit, Wong, Frances Kam Yuet
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.08.2008
Taylor & Francis Ltd
Subjects
Adult Education
College Students
Critical Theory
Critical Thinking
Curricula
Educational evaluation
Evaluation
Evaluation criteria
Evaluation methods
Higher Education
Protocol
Questionnaires
Reflective Teaching
Reflective writing
Reliability
Study Process Questionnaire (Biggs)
Written language
Online AccessGet full text
ISSN0260-2938
1469-297X
DOI10.1080/02602930701293355

Cover

More Information
Summary:Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way requires a reliable protocol for assessing the level of reflection in written work. This article presents a protocol that can be used to guide the allocation of work to four categories, namely: habitual action/non-reflection, understanding, reflection, and critical reflection. Intermediate categories can also be used. Detailed descriptors of each category to guide the process are provided. The protocol was tested by four assessors independently using it to grade a set of written work, and very good agreement was obtained.
Bibliography:Refereed article. Includes bibliographical references.
Assessment and Evaluation in Higher Education; v.33 n.4 p.369-379; August 2008
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0260-2938
1469-297X
DOI:10.1080/02602930701293355