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Using reflective diaries to assess students

D Wallace

    Nursing Standard (Royal College of Nursing (Great Britain) : 1987)
    |May 29, 1996
    PubMed
    Summary
    This summary is machine-generated.

    Reflective diaries present challenges for formative student assessment. While offering some benefits, their retrospective nature and self-assessment limitations require careful consideration for accurate performance evaluation.

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    Area of Science:

    • Educational Psychology
    • Assessment and Evaluation

    Background:

    • Formative assessment aims to improve student learning through ongoing feedback.
    • Reflective diaries are increasingly used as a tool for student self-assessment and reflection.

    Purpose of the Study:

    • To critically examine the challenges and limitations of using reflective diaries for formative assessment.
    • To explore the implications of retrospective self-assessment in educational contexts.

    Main Methods:

    • Literature review and conceptual analysis of reflective diaries in education.
    • Examination of the theoretical underpinnings of self-assessment and its application in formative feedback.

    Main Results:

    • Defining terms like 'reflection' and 'assessment' is crucial for effective diary use.

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  • Retrospective self-assessment in diaries has inherent strengths but also significant limitations.
  • Potential for bias and inaccuracies in student self-reporting impacts formative evaluation.

    • Conclusions:

    • The utility of reflective diaries for formative assessment is contingent on clear definitions and awareness of limitations.
    • Educators must carefully consider the pedagogical implications and potential drawbacks before relying solely on reflective diaries.
    • Further research is needed to develop robust methods for validating reflective diary data in formative assessment.