Assessing reflective learning

Bourner, Tom (2003) Assessing reflective learning Education and Training, 45 (5). pp. 267-272. ISSN 0040-0912

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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.

Item Type: Journal article
Uncontrolled Keywords: Assessment; Critical path analysis; Higher education; Learning styles; Thinking styles
Subjects: X000 Education > X200 Education Research
DOI (a stable link to the resource): 10.1108/00400910310484321
Faculties: Brighton Business School
Depositing User: business editor
Date Deposited: 23 Nov 2006
Last Modified: 20 Feb 2014 12:03

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