A Four-Category Scheme for Coding and Assessing the Level of Reflection in Written Work

Autor/inn/en	Kember, David; McKay, Jan; Sinclair, Kit; Wong, Frances Kam Yuet
Titel	A Four-Category Scheme for Coding and Assessing the Level of Reflection in Written Work
Quelle	In: Assessment & Evaluation in Higher Education, 33 (2008) 4, S.369-379 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Reflective Teaching; Higher Education; College Students; Adult Education; Critical Thinking; Critical Theory; Questionnaires; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Kritisches Denken; Kritische Theorie; Fragebogen
Abstract	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. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10