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Assessing reflective learning

Assessing reflective learning The purpose of this paper is to identify the main problems in assessing reflective learning and to seek ways of tackling them. Lessons are sought from HE’s long engagement with critical thinking that can be transferred to reflective learning. A solution to the problems is offered that is based on a questioning approach to reflective learning. In so doing, the paper explores the nature of reflective learning and advances the idea that the distinction between “surface” and “deep” learning can be generalised to the domain of reflective learning. It concludes with some implications for the development of reflective learning. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education + Training Emerald Publishing

Assessing reflective learning

Education + Training , Volume 45 (5): 6 – Aug 1, 2003

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References (7)

Publisher
Emerald Publishing
Copyright
Copyright © 2003 MCB UP Ltd. All rights reserved.
ISSN
0040-0912
DOI
10.1108/00400910310484321
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to identify the main problems in assessing reflective learning and to seek ways of tackling them. Lessons are sought from HE’s long engagement with critical thinking that can be transferred to reflective learning. A solution to the problems is offered that is based on a questioning approach to reflective learning. In so doing, the paper explores the nature of reflective learning and advances the idea that the distinction between “surface” and “deep” learning can be generalised to the domain of reflective learning. It concludes with some implications for the development of reflective learning.

Journal

Education + TrainingEmerald Publishing

Published: Aug 1, 2003

Keywords: Higher education; Assessment; Critical path analysis; Learning styles; Thinking styles

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