So how do you feel about that? Assessing reflective practice

Area of Science:

• Education
• Professional Development
• Pedagogy

Background:

• Reflective practice is a core component of professional education, despite limited empirical support.
• Current educational trends necessitate alignment between learning outcomes and assessments.
• Ambiguity in defining and assessing reflective practice poses challenges for educators.

Purpose of the Study:

• To critically examine the assessment of reflective practice in professional education.
• To explore the impact of assessment demands on the authenticity of student reflection.
• To identify legitimate narrative structures within reflective practice assessments.

Main Methods:

• Analysis of assessment criteria and feedback in reflective practice.
• Identification of common narrative types in student reflections.
• Theoretical exploration of the tension between academic performance and genuine self-reflection.

Main Results:

• Student narratives in reflective practice assessments are often constrained to 'valedictory', 'condemnatory', or 'redemptive' forms.
• The academic imperative to achieve high grades discourages authentic and open self-reflection.
• Current assessment methods may inadvertently create a barrier to personal growth and integrity.

Conclusions:

• The assessment of reflective practice, as currently implemented, may undermine its intended purpose.
• Educators should reconsider assessment strategies to foster genuine reflection.
• Rethinking the assessment of reflective practice is crucial for nurturing student integrity and personal development.