Assessment Strategies for Reflective Learning in the Workplace: A Pragmatic Approach

Autor/in	Roessger, Kevin M.
Titel	Assessment Strategies for Reflective Learning in the Workplace: A Pragmatic Approach
Quelle	In: Adult Learning, 31 (2020) 4, S.175-184 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roessger, Kevin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
DOI	10.1177/1045159520941947
Schlagwörter	Workplace Learning; Evaluation Methods; Reflection; Adult Education; Interrater Reliability; Validity + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Interrater-Reliabilität; Gültigkeit
Abstract	Practitioners often struggle to assess reflective learning in the workplace because of difficulties conceptualizing reflection and its effects in the workplace. This article addresses this problem by offering a pragmatic approach to assessment that asks practitioners to specify why they are using reflection, what they are hoping to gain from it, and how it manifests in practice. This article then discusses several ways that practitioners can assess the impact of reflective learning at work while accounting for the contextual nature of adult learning and practice. Methods are described that aim to help practitioners identify with whom reflection works, where reflection works, and when reflection works best. It discusses implications for adult learning practice and theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01