Fairness and Using Reflective Journals in Assessment

Autor/inn/en	Clarkeburn, Henriikka; Kettula, Kirsi
Titel	Fairness and Using Reflective Journals in Assessment
Quelle	In: Teaching in Higher Education, 17 (2012) 4, S.439-452 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2011.641000
Schlagwörter	Student Evaluation; Reflection; Summative Evaluation; Formative Evaluation; Robustness (Statistics); Evaluation Criteria; Grading; Ethics; Integrity; Interrater Reliability; Journal Writing; Student Journals; Portfolio Assessment; Foreign Countries; Cohort Analysis; Evaluation Methods; Evaluation Problems; Evaluation Research; Gender Differences; Native Language; Curriculum Design; Prior Learning; Comparative Analysis; Comparative Education; Performance Factors; Australia; Finland + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Widerstandsfähigkeit; Notengebung; Ethik; Integrität; Interrater-Reliabilität; Zeitschriftenaufsatz; Studentenzeitung; Portfoliobeurteilung; Ausland; Kohortenanalyse; Evaluationsforschung; Geschlechterkonflikt; Lehrplangestaltung; Vorkenntnisse; Vergleichende Erziehungswissenschaft; Leistungsindikator; Australien; Finnland
Abstract	This study looks at the fairness of assessing learning journals both as the fairness in creating a valid and robust marking process as well as how different student groups may have unfair disadvantages in performing well in reflective assessment tasks. The fairness of a marking process is discussed through reflecting on the practical process and concluded with a cautionary note on the challenges on the path to a valid and robust process. A quantitative process is applied to studying the learning journals themselves. This analysis uncovers a reality of relatively low starting levels for reflection and potential barriers to reflection grounded in culture, gender and language. The importance of formative and summative assessment, guidance on how to reflect as well as sensitivity to the cohort are offered as practical implications to others introducing reflection as part of assessment. (Contains 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10