Assessment of student learning using reflective thinking is a vital instrument in revealing accurate learning outcomes. A teacher could glean snippets of learning evidences throughout journal keeping or any form of reflective writing. These could then be analyzed to show emerging learning patterns as well as trends on the students’ learning process.
Reflective writing could also be compared to the learning objectives to find out if the students were able to achieve what were expected of them. As these information are analyzed, it is also probable to find out if the students were able to develop higher order thinking. As the students’ insights are analyzed, the teacher could then decide whether it is time to move on to the next lesson.
Reflective thinkers – I do hope we all are – are better able to structure or even restructure learning experiences. They could also do this with problems, their current knowledge, even insights in the middle of practice.
Reflective assessments could also lead to different angles on specific problems. Of course, it is not enough to simply know things. It is more important that students should be able to apply what they learned inside the classroom.
Reflective assessment could have two components – one where doubt is present and the other where searching and investigation are used to bring about facts.
I find joy, therefore, that we are constantly asked to record our thoughts on our eJournal. Reflective writing helps in the reinforcement of learning through discovery, communication and organization. One cannot stress enough the importance of journal writing as well as the value of discipline-based study.
Writing is not mere self-expression. It is also a powerful tool that can help us show our knowledge. Reflective assessment through eJournal is also a mode of learning that would allow students to offer clarity with regard to what they have truly learned.
Reflective assessment also paves the way for analytical criticism as well as the development of new ideas. This becomes more effective as a learning tool when students begin infusing meta-cognition (how we think about what we think).
A. (2017). ASCD Express 9.02 – Strategies for Reflective Assessment. Retrieved February 23, 2017, from http://www.ascd.org/ascd-express/vol9/902-bond.aspx
Kennedy, K., Long, K., & Camins, A. (2009, December 4). The Reflective Assessment Technique. Retrieved February 23, 2017, from http://www.arthurcamins.com/wp-content/uploads/2013/04/Methods_ReflectiveAssessmentTechnique.pdf