Factors confounding the assessment of reflection: a critical review

BACKGROUND: Reflection on experience is an increasingly critical part of professional development and lifelong learning. There is, however, continuing uncertainty about how best to put principle into practice, particularly as regards assessment. This article explores those uncertainties in order to find practical ways of assessing reflection. DISCUSSION: We critically review four problems: 1. Inconsistent definitions of reflection; 2. Lack of standards to determine (in)adequate reflection; 3. Factors that complicate assessment; 4. Internal and external contextual factors affecting the assessment of reflection. SUMMARY: To address the problem of inconsistency, we identified processes that were common to a number of widely quoted theories and synthesised a model, which yielded six indicators that could be used in assessment instruments. We arrived at the conclusion that, until further progress has been made in defining standards, assessment must depend on developing and communicating local consensus between stakeholders (students, practitioners, teachers, supervisors, curriculum developers) about what is expected in exercises and formal tests. Major factors that complicate assessment are the subjective nature of reflection's content and the dependency on descriptions by persons being assessed about their reflection process, without any objective means of verification. To counter these validity threats, we suggest that assessment should focus on generic process skills rather than the subjective content of reflection and where possible to consider objective information about the triggering situation to verify described reflections. Finally, internal and external contextual factors such as motivation, instruction, character of assessment (formative or summative) and the ability of individual learning environments to stimulate reflection should be considered

The role of reflection after placement experiences to develop self-authorship among higher education students

© Springer Nature Switzerland AG 2020. Innovation calls for graduates to be critical practitioners who can challenge the status quo, engage in complex problem-solving, and create new ideas to enhance economic and social well-being. These capabilities require self-authorship, confidence, maturity and authority to enact their vision in an increasingly complex world of work. According to Baxter Magolda (1998), a self-authored individual is no longer dominated by the ideology of others and can make meaning critically and independently using their own knowledge, an ambitious expectation of new graduates. In this chapter, theoretical ideas about self-authorship are discussed that highlight its complex relationship with social structures and established professional practices. We explore students’ progress towards self-authorship in two Australian universities from those students who recently completed an authentic workplace learning experience. Gathering qualitative data from collaborative reflective activities during workshops, we examined how students interpreted and drew meaning from their workplace experiences. Progression towards self-authorship was evident yet students largely remained bounded by others in their host placement in their thinking and behaviour. Work placements proved useful for gauging and developing self-authorship, exposing students to situations which demanded an internal voice and invoking, in partnership with deliberate reflective activities, complex meaning-making of their learning experiences. We present collaborative strategies for educators and industry to enhance self-authorship among higher education students