Theorising a model for teaching and assessing reflective learning in higher education

The importance of reflection in higher education and across disciplinary fields is widely recognised and it is generally included in university graduate attributes, professional standards and programme objectives. Furthermore, reflection is commonly embedded into assessment requirements in higher education subjects, often without necessary scaffolding or clear expectations for students. Despite the rhetoric around the importance of reflection for ongoing learning, there is scant literature on any systematic, developmental approach to teaching reflective learning across higher education programmes/courses. Given that professional or academic reflection is not intuitive, and requires specific pedagogic intervention to do well, a programme/course-wide approach is essential. This paper draws on current literature to theorise a new, transferable and customisable model for teaching and assessing reflective learning across higher education, which foregrounds and explains the pedagogic field of higher education as a multi-dimensional space. We argue that explicit and strategic pedagogic intervention, supported by dynamic resources, is necessary for successful, broad-scale approaches to reflection in higher education.     

研究性学习的组织与评价

研究性学习是当今教育领域中的一个主题。学习经验的选择和课程统整是研究性学习的课程组织所必需关注的重要课题;研究性学习的评价要充分发挥评价的形成性功能,强调学生对学习的参与过程和独特体验,同时注重学生的个别差异。评价方法不能局限于传统的纸笔测验,而应走向“真实评估”或“表现评估”。     

Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.     

基于地理实践力培养的校园活动课教学与评价

地理实践力是地理学科四大核心素养之一。地理实践活动课是培养学生地理实践力的重要途径。充分利用校园资源,结合新课标和教材内容开发校园实践活动课程,开展校园活动课教学与评价,有助于丰富高中地理教学形式、创新教学方式和学习方式、落实学生地理实践力素养的培养,从而提升学生整体的地理素养水平。     

The impact of being part of an action learning set for new lecturers: a reflective analysis

What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action, increases self-awareness and organisational thinking. Conclusion: ALS represents a workable peer group supervision format worth considering in nursing education and practice.     

Culture and Technology: implications for multicultural teacher education

ABSTRACT

American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom.     

The impact of a university teaching development programme on student approaches to studying and learning experience: evidence from Chile

In this paper, we analyse the impact of teacher participation in a University Teaching Diploma on student approaches to studying and learning experience. A quasi-experimental and multilevel design was employed. University teachers answered the Approaches to Teaching Inventory and students completed the Course Experience Questionnaire and the Study Process Questionnaire. In addition, contextual variables were included for both teachers and students. The total sample included 44 teachers and 686 students. Of these, 25 university teachers had completed the University Teaching Diploma and 19 had not; 373 students were in courses with a diploma teacher and 313 in courses were not. Results show that those university teachers who have completed the programme have, in their courses, students who were more likely to declare having adopted a deep approach to studying than those teachers who have not participated in the diploma. At the same time, no significant impact was found on the student learning experience. For practical purposes, this investigation provides evidence for the value of teaching development programmes in promoting deeper approaches to studying. For research purposes, it proposes the use of multilevel models to evaluate the impact of university teaching diplomas.     

Cultural and organisational issues facing online learning communities of teachers

Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities.     

Measuring the impact of a community of practice in Aboriginal health

Effective strategies to enhance the competence of practising health professionals are limited. Communities of Practice are proposed as strategy, yet little is known about their ability to develop cultural competency and practice. This study aimed to measure the impact of a Community of Practice on the self-assessed cultural competency and change to practice of dietitians working in Aboriginal health. A mixed-method approach including a quantitative 16-item cultural-competency self-assessment tool (completed at baseline and after 12 months of participation) together with the qualitative most significant change stories were used. Quantitative and qualitative data were compared together for congruence and difference. All participants (n?=?13) completed the cultural competency-self assessment and participated in the significant change story development. They reported that through networking and joint problem solving they increased competence (13 of 16 performance indicators) and qualitative described increased self-confidence for their work in Aboriginal health through improved understanding of the factors related to the impact of history, culture and utilisation of resources on service delivery, appropriate communication strategies, effective relationships and managing conflict. These findings suggests that formalised and structured Communities of Practice may be an effective workforce development strategy to influence the practice of health professionals working in Aboriginal health.     

Reflection,realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme

ABSTRACT

Reflective practice is an essential component of experiential learning and is embedded within the curriculum at York Law School, where the undergraduate law programme is delivered using a problem-based learning model. Using qualitative data from a survey of the markers of one of the summative reflective tasks, and Bernstein's evaluative rules as a theoretical frame, this article explores the assessment traps exposed by this type of assessment. Thematic analysis of the markers’ statements introduces ‘reflection’, ‘realignment’ and ‘refraction’ as three of the potential effects of the summative assessment of reflective practice.     

互动式教学背景下《环境影响评价》课程教学改革与评价

实践教学环节是高质量创新型人才培养的重要保障,针对水利类专业《环境影响评价》课程教学中存在的诸多问题,在参与互动式教学背景下,通过对《环境影响评价》课程教学环节的重新构建,探索"理论+实验实践+讨论实践"紧密结合的教学新模式,引入人机交互实践体验建立课外实践和讨论体验平台,最后在现有教学评价体系基础上,建立"课前+课中+课后"动态评价新模式,取得了良好的教学效果,对进一步完善水利水电工程专业课程建设具有重要意义。     

加拿大安大略省教学轨教职的发展现状、评价标准及现实启示

近年来,在学生规模扩大、教育问责强化、财政资助缩减等压力之下,加拿大安大略省将引入教学轨教职作为提高教育质量的重要改革举措。与传统的终身轨教师相比,教学轨教师主要从事教学和学习活动,与兼职或临时讲师相比,教学轨教师对教学和学生的投入更多,与学校的聘任关系更加稳定。作为与终身轨教职平行的职业发展轨道,教学轨教职的评价标准主要侧重考察教师在教学技能、教学计划与课程发展、教学领导与成就等领域的贡献。教学轨教职的引入对大学而言是一次机会,可以重新审视教学与研究之间的关系,探索教学使命和研究使命如何相互促进。在当前的教师岗位分类改革中,我国高校可从教学模式和课程体系、聘任与晋升评价体系、晋升与岗位转换通道、教学荣誉体系等方面提高教学为主型教职的认可度,促进教学为主型教师队伍的职业发展。     

基于产品制造的高职学生实践能力项目化评价模式探析

在分析了我国现行职业教育对学生职业实践能力评价存在问题的基础上,提出了基于产品制造过程的高职学生实践能力项目化评价模式,并以高职机械类专业学生的小型万向虎钳制作为案例,详解了该评价模式的基本定位和实施方法,并对其效果进行了归纳和总结。     

Becoming an agricultural advisor – the rationale,the plan and the implementation of a model of reflective practice in extension higher education

Purpose: This paper argues the rationale for a model of reflective practice in the formation of young agricultural advisors and to use this model to inform a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.

Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme.

Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors.

Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors.

Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors.

Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.     

Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders

A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the training group received 5 weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal 31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical linear models, a linear growth in the solution rates over the course of the 5 weeks was proven, which weakened towards the end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management, learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to explain variances among the growth curves.

Evaluating the performance of school psychologists: Current status and future directions with a 360-degree evaluation process

The purpose of this article is twofold: (a) to present the results of a study examining the current status of performance evaluations for school psychologist and (b) to use those findings to inform future directions. A content analysis of a national sample of 36 performance appraisal rubrics was conducted to examine their alignment with the professional standards established by the National Association of School Psychologists (NASP). Among the rubrics reviewed, 88.9% featured eight or more of the NASP domains of practice, yet only 56% of the rubrics featured all 10 domains, suggesting variability in the degree to which the rubrics aligned with the standards of practice, particularly for rubrics developed at the district-level. The results of this study informed the development of a 360-evaluation process based on the Framework for Personnel Evaluation of School Psychologists Utilizing the NASP Practice Model and Morrison's four key principles for evaluating the performance of school psychologists.     

植物学野外实习教学质量评价体系的探索与实践

根据教学评价原则和野外实习教学实际,构建植物学野外实习教学质量评价体系,评价有利于野外实习教学质量的提高。     

高等师范院校教育实习评价指标体系的改革和设计

教育实习评价是教育实习工作中的一个重要环节,传统的评价思想与评价指标体系已经不能适应当前教师教育和基础教育改革的要求。该文对教育实习评价内容和评价主体进行了拓展,并在此基础上,设计了一套新的教育实习评价指标体系。     

工科校外实习基地评价指标体系的探讨与实践

建立校外实习基地评价指标体系是工科实践教学环节评价工作的重要环节和实现专业培养目标的关键之一。论文阐述了建立工科校外实习基地评价指标体系应遵循的基本原则,构建了科学合理的评价指标体系和评价标准,并应用模糊综合评判方法实现我院校外实习基地的有效评价,促进了我院校外实习基地的建设,具有应用推广价值。