[Leanne de Main]

I also find that assessment of reflective writing often causes debate amongst academics, I think this is due to the more personal nature of such writing. A colleague of mine recently said that reflective writing is similar to a piece of contemporary art, we can form very different opinions to the same assignment.

How can we ensure objectivity?

Leanne

[Leanne de Main]

I have ‘taught’ reflective writing for a number of years and echo Sue’s recommendation of Jenny Moon’s resources. There are some other useful resources below:

Hilliard C (2006) Using structured reflection on a critical incident to develop a professional portfolio. Nursing standard 21 (2) 35-40

Johns C (1995) Framing learning through reflection within Carper’s fundamental ways of knowing in nursing. Journal of Advanced Nursing22 (2) 226-234

When I assess reflective writing I tend to focus on the depth of reflection and evidence of personal change and future action as a result of completing the reflective account.

Leanne

[Leanne de Main]

Thank you Sue, James’ work looks really interesting. I particularly like the inclusivity of this approach. I can also see its benefits in giving quicker generic feedback to the wider cohort.

Perhaps the key with engaging students with feedback is delivering it through multiple channels, thus meeting the needs of students with differing learning styles.

Leanne

[Leanne de Main]

Thank you for sharing that Pete. I have seen some great examples of using audio feedback through GradeMark recently.

I wonder if anyone has examples of video feedback?

I think many academics feel the pressure of quicker feedback turnaround times. Here at Coventry University we must feedback within two weeks. In my opinion, using different ways to communicate feedback can help facilitate a quicker turnaround time.

 

 

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