It sort of feels uncomfortable
Problematising the Assessment of Reflective Practice
Datos Bibliográficos
| ID | 4098757 |
|---|---|
| Autores | J Tummons (0000-0002-1372-3799, Teesside University, autor de correspondencia) |
| Año | 2011 |
| Volumen | 36 |
| Número | 4 |
| Páginas | 471-483 |
| Fecha de publicación | 2011-06-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Studies in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075071003671794 |
| OpenAlex | W1964664018 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 34 |
This article forms part of an exploration of assessment on one part‐time higher education course: a professional qualification for teachers and trainers in the learning and skills sector, which is delivered on a franchise basis across a network of colleges in the north of England. This article proposes that the validity of the assessment of reflective practice, a key component of many higher education programmes in addition to the course being researched here, is contestable. Through an analysis informed by social practice accounts of literacy, the article suggests that the ways in which reflective practice is assessed, and the ways in which the crucial requisites of validity are assigned to it, mask complexities and contradictions in both how students write reflective assignments, and how tutors read them. This article argues for a new, critical analysis of the assessment of reflective practice and raises a number of questions about the validity of the process
Higher education · Literacy · Mathematics education · Pedagogy · Political science · Professional development · Reflective Practice · Reflective writing · Sociology · sort · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Student Assessment and Feedback
How we think.
Local Literacies
Using Software in Qualitative Research
Communities of Practice
Doing Conversation, Discourse and Document Analysis
Writing and Identity
Genre analysis
The reflective practitioner
Doing Interviews
Portfolios and assessment in teacher education in Norway
The assessment of lesson plans in teacher education
Assessment standards
Should student learning journals be assessed
Developing fundamental principles for teacher education programs and practices
Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates
On the making and taking of professionalism in the further education workplace
Social Linguistics and Literacies
Literacy
Meaning and Values in Test Validation
Summative Assessment in Higher Education
Summative assessment of portfolios
How reflective is the academic essay
Routes to qualified status
Developing reflective practice in higher degree students through a learning journal
The assessment of complex tasks
Quality issues in judging portfolios
| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 0,43 |
| Intervalo de citas | 2012 - 2023 (12) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |