Reflective Assessment
By Lynn Dominguez, CMU Recreation Parks and Leisure Services

The decision to use reflection as an assessment tool is one that requires prior planning and thought. The teacher must first decide on the method of reflection to be used. Students might be asked to record thoughts, observations, feelings, activities, and questions in a written journal that is maintained throughout the project period. Projects that require a team approach may use a team journal to ensure interaction within the group. Students can be assigned a paper to write based on their journal or engage in class discussions to encourage critical thinking about their project. Whatever method or methods are selected must be based on the project outcomes defined early in the planning process. In addition, the teacher must decide on two critical elements for using reflection as an assessment tool. The first is to determine if the reflective piece will be assigned a grade or simply be completed by the student. The second decision to be made involves the amount and type of structure or guidance to be provided for the reflection assignment.

For many students, the experience of learning tends to get lost in the process of ‘getting the job done’. Adding a reflective element allows students to examine their experience, make connections between what they have done and the results, and translate that experience into knowledge (Eyler, Giles, & Schmiede, 1996). Through reflection, students make connections between theory and practical application. They look within themselves to discover what they have learned and how that process of learning may have resulted in changes. Unlike objective tests, reflective products tend to be subjective with students having an emotional and very personal connection to the outcome. A teacher may discover that students share their thoughts and feelings during reflection that leaves them vulnerable to criticism. However, by reflecting on what they have learned, students inform the teacher on how well learning objectives and outcomes have been met. The challenge then becomes how or even if to assess reflective products with grades.

The type of reflection method selected guides a portion of the answer as to whether or how to assess reflective assignments. An unstructured journal or class discussion where students are asked to reflect on their feelings, attitudes, or experiences may be best graded for completion in the form of credit or no credit. However, to objectively assess reflections requires the use of guided questions and structured reflection assignments.

Rama (2001) defines structured reflection as a process that is used to challenge and guide students in:

• examining critical issues related to their project;
• connecting the experience to coursework; and
• assisting students in finding personal relevance in their learning experience.

Reflection is most effective as a structured, guided, purposeful activity that occurs on a regular basis. To be assessed, the reflective components must be based on criteria that are well defined, linking the project objectives to the course objectives, and including both private and public reflection (Eyler, Giles, & Schmiede, 1996).

One of the most common methods of reflection used in classrooms occurs as a guided reflection paper. These can be thought of as a more formal example of journal entry where a students’ writing is guided by a series of questions. Students are asked to consider their learning experience within the context and framework of their science project. They may be asked to reflect on how they felt their group worked together, what the overall goal of their project was, to identify a concept or idea they learned that was new to them, how their group made decisions about the steps to follow for successful completion of their project, or to pick out the one most important thing they learned. Assessing this type of reflective assignment may be based more on the mechanics of writing rather than on content.

A series of objective questions can also be included that requires the student to conduct more research in the library or on the internet. Students can identify the steps they took to complete their project, allowing the teacher to ensure that appropriate problem solving skills are being employed. Objective questions are more easily assessed for depth of research, correct number of references, or project management. For any reflective assignment it is critical that the assessment criteria are shared with students beforehand.

The following framework will assist the development of reflective questions that are pertinent and connected to a specific project.

Reflection helps students to improve their basic communications skills both orally and in written form. It assists students in self-examining their learning experience and leads to the development of better critical thinking skills. Students integrate their knowledge through the experience of reflection and begin to build a strong, basic understanding of underlying concepts and theories. By discussing and reflecting on their learning experiences, students exchange critical ideas and insights about the information being shared. Deliberate and guided reflection leads to expanded learning and understanding. Reflection creates meaning.

The following questions are examples of actual guided reflection questions used during a class where students were conducting a service-learning project concerning environmental issues.

• What have you learned from participating in taking action about your specific topic?
• What impact has participation in the action team project had on your life?
• In the future, if you became concerned about an environmental issue would you be likely to take action? If so, what kinds of actions would/could you take?

References:

Eyler, J., Giles, D. E., & Schmiede, A. A. (1996). A practitioner’s guide to reflection in service-learning: Student voices and reflections. Nashville, TN: Vanderbilt University.

Florida Campus Compact. (2002). Reflection activities. In Faculty Guide to Service Learning, retrieved from (link)

Kaye, C. B. (2004). The complete guide to service learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social activism. Minneapolis, MN: Free Spirit Publishing, Inc.

Rama, D. V. (2001). Using structured reflection to enhance learning from service. Campus Compact. Retrieved from (link)