2008/05/12 by David Kember, Jan McKay, Kit Sinclair +1 · 5 citations
Social Sciences · #Higher Education Learning Practices #Reflective Practices in Education #Student Assessment and Feedback
paper · doi:10.1080/02602930701293355
openalex publication_date 2008/05/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way requires a reliable protocol for assessing the level of reflection in written work. This article presents a protocol that can be used to guide the allocation of work to four categories, namely: habitual action/non‐reflection, understanding, reflection, and critical reflection. Intermediate categories can also be used. Detailed descriptors of each category to guide the process are provided. The protocol was tested by four assessors independently using it to grade a set of written work, and very good agreement was obtained.