On the “authenticity” of reflecting for a mark

I’ve been talking quite a lot with educators about embedding reflective practice and the use of ePortfolios throughout courses and programs. So in reviewing the papers and sessions that caught my eye at ASCILITE2014 in Dunedin, I wanted to share this one.

This cross-university team responded to student feedback that reflections that are marked are not “real” or “authentic” as the student is tailoring it for the teacher’s eyeballs. In fact, having it marked by different instructors across multiple courses in their programmes left many feeling confused about the purpose of reflection itself!

In a nutshell, the solutions the research team propose are:

1)      Use practice-based tasks as points of reflection

2)      Provide clear guides and models and give frameworks for them to work within and build on

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