Exploring and Developing Reflective Writing Rubrics in Higher Education

Martin Sands

doi:10.4018/978-1-6684-6086-3.ch015

Exploring and Developing Reflective Writing Rubrics in Higher Education

Martin Sands

Medical Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter highlights key academic contentions around assessing reflection in higher education. Through assimilating experiential, conceptual, and empirical evidence, key terms are defined: 'reflection' as a conceptual and neuroscientificphenomenon within higher education; 'reflective practices' as activities, models, and frameworks that facilitate it; and 'reflective assessments' as content or process driven products of those practices. A literature review elucidates three voices that speak to reflection in higher education.

Original language	English
Title of host publication	Improving Learning Through Assessment Rubrics
Subtitle of host publication	Student Awareness of What and How They Learn
Editors	Chahna Gonsalves, Jayne Pearson
Chapter	15
Pages	280-299
Number of pages	20
ISBN (Electronic)	9781668460870
DOIs	https://doi.org/10.4018/978-1-6684-6086-3.ch015
Publication status	Published - 29 Sept 2023

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10.4018/978-1-6684-6086-3.ch015Licence: CC BY

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Exploring and Developing Reflective Writing Rubrics in Higher Education

Abstract

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