Title: Analysis of a Rubric for Assessing Depth of Classroom Reflections
Abstract: Writing reflections is recommended for enhancing retention and transfer of learned material. The benefits of student reflections have been well documented, but the methods for collecting and assessing reflections can be difficult. This study presents the development and analysis of a new, straightforward rubric for assessing depth of student reflections. The psychometric properties of the depth ratings based on the rubric and preliminary validity evidence of the ratings are investigated. With this rubric, raters were able to assess the depth of reflections very reliably. Depth ratings were significantly related to GPA. Retention and transfer of learned material are important—although too often merely implicit—goals of classes at the university level. Factors that enhance retention and transfer of learning are now key areas of research, and one frequently recommended method of enhancing these goals is to incorporate reflection into classroom practices (Saito & Miwa, 2007). Reflection is the ability to think critically about successes and failures, extract ideas and information from a variety of sources, and recognize when current information can be used in the future (Hopkins, 1997). Reflections and reflective ability have been linked to many positive academic outcomes including retention and transfer of learned material (Cassidy, 2006). However, there is a substantial gap between the findings from research on reflection and their application. In particular, instructors who wish to incorporate reflections into their classes may struggle to find a method that is tractable yet effective for both collecting reflections and assessing their depth. This report offers a model designed to facilitate the collection and assessment of student reflections. First, we outline how electronic portfolio (e-Portfolio) systems offer simple methods for collecting reflections in the classroom. Collecting and managing reflections from a large group of students can be logistically difficult; however, we demonstrate how e-Portfolio systems offer an approach to deal with this challenge. Second, we present a rubric that we believe will allow for peer assessments of reflection depth. Indeed, assessing the reflections of a large group of students can be a daunting task for an instructor. Here, we present a rubric and training session that can allow for reliable peer assessments of the depth of the reflections taking some of the burden off the instructor. We also present an assessment of the reliability of these depth ratings and some evidence of the validity of these assessments. Results of these analyses will demonstrate that this rubric is a useful tool for peer assessments of student reflections as collected via e-Portfolios. As stated above, reflection is the ability to think
Publication Year: 2012
Publication Date: 2012-01-01
Language: en
Type: article
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Cited By Count: 17
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