Journal Articles
A four-category scheme for coding and assessing the level of reflection in written work
- A four-category scheme for coding and assessing the level of reflection in written work
- Assessment & Evaluation in Higher Education, 33(4), 369-379, 2008
- Routledge
- 2008
-
- Hong Kong
-
- 1997.7 onwards
-
- Post-Secondary Education
- 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. [Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02602930701293355]
-
- English
- Journal Articles
-
- 02602938
- https://bibliography.lib.eduhk.hk/en/bibs/739e0d68
- 2010-11-24
Recent Journal Articles
Using the family resemblance approach to inform STEAM educationJournal Articles
Differences in interaction strategy use between L1 and L2 group discussions of primary school studentsJournal Articles
Students’ science achievement in cognitive domains: Effects of practical work and clarity of instructionJournal Articles
Exploring EAP students' perceptions of GenAI and traditional grammar-checking tools for language learningJournal Articles
Fostering secondary students’ entrepreneurial attributes and aspirations through a theory-informed learning management systemJournal Articles
Leadership for action on climate change: The role of education policy and professional standards in the Hong Kong contextJournal Articles
Dynamic interplays between self-regulated learning and computational thinking in primary school students through animations and worksheetsJournal Articles
探究課程政策對教師遊戲教學信念的影響: 以香港兩所幼稚園教師為例Journal Articles