Literaturnachweis - Detailanzeige
| Autor/inn/en | Chan, Cecilia K. Y.; Wong, Hannah Y. H.; Luo, Jiahui |
|---|---|
| Titel | An Exploratory Study on Assessing Reflective Writing from Teachers' Perspectives |
| Quelle | In: Higher Education Research and Development, 40 (2021) 4, S.706-720 (15 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Chan, Cecilia K. Y.) ORCID (Luo, Jiahui) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0729-4360 |
| DOI | 10.1080/07294360.2020.1773769 |
| Schlagwörter | Reflection; Teacher Attitudes; College Faculty; Teaching Assistants; Undergraduate Students; Assessment Literacy; Faculty Development; Knowledge Level; Experiential Learning; Soft Skills; Skill Development; Student Journals; Journal Writing; Foreign Countries; Hong Kong |
| Abstract | With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers' perspectives on the assessment of written reflections by interviewing six university teachers in Hong Kong, who respectively assessed written reflections by 135 students. Teachers' understandings of reflective writing, teachers' understandings of assessing reflections, as well as teacher training are discussed in this exploratory study. The findings provide insight into how reflection is currently understood among teachers, also offering suggestions for reflective practices in higher education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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