Assessing Reflection:

1. Define your purpose

The first step to measure the impact of reflective practice is to define the purpose of inviting reflection. Why are you
reflecting? What do you want to learn or achieve? How does it relate to your broader goals and values? Having a clear
purpose can help you focus your reflection and set specific, measurable, achievable, relevant, and time-bound
(SMART) objectives. For example, if you want to improve your communication skills, you might set a goal to deliver
a presentation with confidence and clarity by next month.

2. Choose a method

The second step is to choose a method that suits your purpose, style, and context. There are many ways to reflect, such
as writing a journal, having a dialogue, using a model, or creating a portfolio. Each method has its advantages and
disadvantages, depending on your preferences, needs, and resources. For example, writing a journal can help you
express your thoughts and feelings, but it might not provide enough feedback or structure. Having a dialogue can help
you gain different perspectives and insights, but it might not be feasible or comfortable for everyone.

3. Collect and Analyse Data:

The third step is to collect and analyze data that can inform your reflection and measure your progress. Data can be
qualitative or quantitative, objective or subjective, formal or informal. For example, you might collect data from your
own observations, feedback from others, surveys, tests, or performance indicators. You might analyze data by looking
for patterns, themes, gaps, strengths, weaknesses, or opportunities. The key is to use data that is relevant, reliable, and
valid for your purpose and method.

4. Apply and Evaluate Outcomes:

The fourth step is to apply what you have learned from your reflection and evaluate the outcomes. This means taking
action based on your findings and goals and monitoring the results and effects. For example, you might apply a new
strategy, technique, or behaviour that you have identified or developed through your reflection. You might evaluate the
outcomes by comparing them with your objectives, expectations, or standards. You might also seek feedback from
yourself or others to confirm or challenge your evaluation.

5. Adjust and Repeat:

The fifth step is to adjust and repeat the process based on your evaluation and feedback. This means making changes
or improvements to your reflection, action, or goals, and continuing the cycle of learning. For example, you might
adjust your method, data, or criteria to make them more effective or relevant. You might repeat the process with a new
or revised purpose, objective, or challenge. The key is to be flexible and responsive to your own needs and context.

6. Celebrate & Share:

The sixth and final step is to celebrate and share your achievements and learnings from your reflective practice. This
means acknowledging and rewarding yourself for your efforts and outcomes and sharing your insights and experiences
with others. For example, you might celebrate by treating yourself to something you enjoy, or by expressing gratitude
to yourself or others. You might share by writing a blog post, giving a presentation, or joining a community of
practice. The key is to appreciate and communicate the value and impact of your reflective practice.

 Describe: Where and when did the experience occur? Who was there/not? What actions did you/others take?
Who did/not speak/act? What did you expect/assume going into the activity? Did you attempt to
test/understand conclusions that you drew in previous experiences? How did you act/communicate differently
in this experience compared to previous experiences?
 Examine: What concepts/theories are relevant to this experience and how did they shape your understanding
of the experience (and vice versa)? Did you uncover biases or attitudes as a result of the experience and do
you need to address these? What privilege did you and others bring to the situation?
  Articulate Learning: What did you learn as a result of the experience and why is it important? How can
what you learned be valuable to you/others? What conclusions did you draw from the experience and what
are the limitations and implications of your conclusions?

Models for Assessing Reflection

Hatton and Smith (1995)
Hatton and Smith described four progressive levels of reflection, with each increased level indicating more/better
reflective processes.

1. Descriptive: This is not reflection, but simply describes events that occurred with no attempt to describe
‘why.’
2. Descriptive Reflection: Description includes reasons, but simply reports reasons.
3. Dialogic Reflection: Reflection is a personal dialogue involving questioning things, considering alternatives,
etc. Examples include "I wonder..., what if..., perhaps..." statements.
4. Critical Reflection: Takes into account the context in which events occur, questions assumptions, considers
alternatives, thinks about consequences of decisions/actions on others and engages in reflective scepticism.

Ash and Clayton (2004)

Ash and Clayton describe a guided process for facilitating and assessing reflection. These researchers focus
specifically on service learning, but their model could be applied to other types of learning experiences. In this model,
students do the following:

2. Describe the experience

3. Analyze the experience(s) from different categories of perspectives based on the learning objective:
1. Personal
2. Academic
3. Civic
4. Identify learning in each category
5. Articulate learning by developing a well-developed statement of learning, using four guiding questions as a
guide:
1. What did I learn?
2. How, specifically, did I learn it?
3. Why does this learning matter, or why is it significant?
4. In what ways will I use this learning?
6. Analyze/revise articulated learning statements by applying standards of critical thinking through:
1. Student self-assessment
2. Instructor feedback
7. Finalize the articulated learning statements, aiming to fulfil all learning objectives in each category and meet
standards of critical thinking
8. Undertake new learning experiences, including taking action on articulated learning statements to test the
initial conclusions reached (when feasible)
9. Continue the reflection process, addressing additional complexity in future articulated learning statements
when possible

Reflective writing rubric

These four levels are different and highlight four alternative approaches to reflective journaling. While they
are specifically developed for journal use, the levels will generalise to other types of written reflection.
The rubric is developed by Chabon and Lee-Wilkerson (2006) when evaluating reflective journals of
students undertaking a graduate degree in communication sciences and disorders.
Levels of
Description Sample journal entry
reflection

Level 1: Students demonstrate acquisition of new content “I didn’t know that many of the
Descriptive from significant learning experiences. Journal traditions I believed were based in
 Levels of
Description Sample journal entry
reflection

entry provides evidence of gaining knowledge, Anglo-American roots. I thought that

making sense of new experiences, or making all cultures viewed traditions
linkages between old and new information. similarly.”

Students demonstrate thoughts about or challenges “I felt badly when I heard the
to beliefs, values, and attitudes of self and others. derogatory terms used so freely when I
Level 2: Journal entry provides examples of self-projection visited the South.”
Empathetic into the experiences of other, sensitivity towards
the values and beliefs of others, and/or tolerance
for differences.

Students demonstrate the application of learning to “I was able to observe nursing staff
a broader context of personal and professional life. interact with a patient whose first
Journal entry provides evidence of student’s use of language was Tagalog and was
Level 3:
readings, observations, and discussions to diagnosed with altered mental status.
Analytic
examine, appraise, compare, contrast, plan for new The nurses employed many of the
actions or response, or propose remedies to use in strategies that we have read about and
and outside structured learning experiences. discussed in class.”

Students demonstrate examination of the learning “I found myself forming impressions

process, showing what learning occurred, how about a child’s language abilities and
Level 4: learning occurred, and how newly acquired made myself stop until I got additional
Metacognitive knowledge or learning altered existing knowledge. information as suggested in class
Journal entry provides examples of evaluation or discussions.”
revision of real and fictitious interactions.

Ash and Clayton recommend several ways instructors may use their framework to assess students’ reflections. One
way is to use a rubric; they provide the top level of achievement for the critical thinking rubric they use for assessing
articulated learning statements:

Level 4 (of 4) does most or all of the following:

Element Description
Mechanics Consistently avoids typographical, spelling and grammatical errors
Connection to Makes clear the connection(s) between the experience and the dimension being discussed.
Experience
Makes statements of fact that are accurate and supported with evidence; for academic articulated
Accuracy learning statements, accurately identifies, describes, and applies appropriate academic
principle(s).
Clarity Consistently expands on and expresses ideas in alternative ways, provides examples/illustrations.
Describes learning that is relevant to the articulated learning statement category and keeps the
Relevance
discussion specific to the learning being articulated.
Addresses the complexity of the problem; answers important question(s) that are raised; avoids
Depth
over-simplifying when making connections.
Breadth Gives meaningful consideration to alternative points of view and interpretations.
Demonstrates a line of reasoning that is logical, with conclusions or goals that follow clearly
Logic
from it.
Significance Draws conclusions, sets goals that address a (the) major issue(s) raised by the experience.
 Holistic rubrics
Moon’s (2004) four levels of reflective writing
These four levels distinguish between four types of written accounts you might see a reflector produce. In
this case, the three top levels might pass a reflective assignment, where descriptive writing would not.
Level Description

This account is descriptive and it contains little reflection. It may tell a story but from
one point of view at a time and generally one point at a time is made. Ideas tend to be
linked by the sequence of the story rather than by meaning. The account describes
what happened, sometimes mentioning past experiences, sometimes anticipating the
future – but all in the context of an account of the event.
There may be references to emotional reactions but they are not explored and not
related to behaviour.
Descriptive
writing The account may relate to ideas or external information, but these are not considered
or questioned and the possible impact on behaviour or the meaning of events is not
mentioned.
There is little attempt to focus on particular issues. Most points are made with similar
weight.
(The writing could hardly be deemed to be reflective at all. It could be a reasonably written
account of an event that would serve as a basis on which reflection might start, though a good
description that precedes reflective accounts will tend to be more focused and to signal points
and issues for further reflection).
This is a descriptive account that signals points for reflection while not actually
showing much reflection.
The basic account is descriptive in the manner of description above. There is little
addition of ideas from outside the event, reference to alternative viewpoints or
attitudes to others, comment and so on. However, the account is more than just a
story. It is focused on the event as if there is a big question or there are questions to be
asked and answered. Points on which reflection could occur are signalled.

Descriptive There is recognition of the worth of further exploring but it does not go very far. In
account with other words, asking the questions makes it more than a descriptive account, but the
some reflection lack of attempt to respond to the questions means that there is little actual analysis of
the events.
The questioning does begin to suggest a ‘standing back from the event’ in isolated
areas of the account.
The account may mention emotional reactions, or be influenced by emotion. Any
influence may be noted, and possibly questioned.
(There is a sense of recognition that this is an incident from which learning can be gained, but
the reflection does not go sufficiently deep to enable the learning to begin to occur).
 Level Description

There is description but it is focused with particular aspects accentuated for reflective
comment. There may be a sense that the material is being mulled around. It is no
longer a straight-forward account of an event, but it is definitely reflective.
There is evidence of external ideas or information and where this occurs, the material
is subjected to reflection.
The account shows some analysis and there is recognition of the worth of exploring
motives or reasons for behaviour
Where relevant, there is willingness to be critical of the action of self or others. There
Reflective writing is likely to be some self-questioning and willingness also to recognise the overall
(level 1) effect of the event on self. In other words, there is some ‘standing back’ from the
event.
There is recognition of any emotional content, a questioning of its role and influence
and an attempt to consider its significance in shaping the views presented.
There may be recognition that things might look different from other perspectives that
views can change with time or the emotional state. The existence of several alternative
points of view may be acknowledged but not analysed.
(In other words, in a relatively limited way the account may recognise that frames of reference
affect the manner in which we reflect at a given time but it does not deal with this in a way that
links it effectively to issues about the quality of personal judgement).
Description now only serves the process of reflection, covering the issues for reflection
and noting their context. There is clear evidence of standing back from an event and
there is mulling over and internal dialogue.
The account shows deep reflection, and it incorporates a recognition that the frame of
reference with which an event is viewed can change.
A metacognitive stance is taken (i.e. critical awareness of one’s own processes of
mental functioning – including reflection).
The account probably recognises that events exist in a historical or social context that
may be influential on a person’s reaction to them. In other words, multiple
perspectives are noted.
Self-questioning is evident (an ‘internal dialogue’ is set up at times) deliberating
Reflective writing between different views of personal behaviour and that of others.
(level 2)
The view and motives of others are taken into account and considered against those of
the writer.
There is recognition of the role of emotion in shaping the ideas and recognition of the
manner in which different emotional influences can frame the account in different
ways.
There is recognition that prior experience, thoughts (own and other’s) interact with the
production of current behaviour.
There is observation that there is learning to be gained from the experience and points
for learning are noted.
(There is recognition that the personal frame of reference can change according to the
emotional state in which it is written, the acquisition of new information, the review of ideas
and the effect of time passing).
In the activity design planning stage, you decided what teaching/learning activities would prepare students
for assessments that would provide evidence of their learning about the outcomes established. Assessing
reflection activities can be difficult without a clear idea of the learning outcomes.
For example, an e-portfolio activity can be assessed about any number of learning outcomes:

 To communicate using concepts scientifically;

 To communicate using concepts accurately;
 To support their arguments with evidence;
 To connect concepts and ideas to real-life applications, connect theory and practice;
 To make references and citations properly;
 To reorganize and synthesize ideas, concepts and data;
 To critically reflect on the experience/learning;
 To engage in effective self-assessment on the learning process;
 To demonstrate critical and creative thinking skills.

Preparing a rubric may help you to identify which learning outcomes can be assessed through the activity
and which will need to be assessed in other ways. If possible, consider inviting students to have a say in how
their work will be judged – for example invite them to suggest the criteria you will use to assess their work,
or include them in creating a rubric.

Sample Rubric
Rubrics are helpful assessment tools that can help you to articulate the learning outcomes and expectations
for yourself and for students. A well-defined rubric will also speed up grading, as feedback is built into the
rubric’s criteria and descriptors.
Below is a sample rubric for experiential learning, broadly:

Evaluation
4 3 2 1
Criteria
Meaningful Effective use of Comparison Identification of
synthesis of experiential education between links between
connections to understand experiential experiential
between concepts concepts and theories activity and activity and ideas
Meaningful
and application, in the area of study. academic concepts raised in
connections
which allows for that indicate academic readings
between
a deeper understanding of and how these
academic
understanding of similarities and may agree and/or
concepts and the
the area of study differences and are related to
experience
and for a the points of view individual’s
construction of a of others. interests.
broader
perspective.
Ability to engage Ability to engage on Ability to Ability to provide
in reflective, self-evaluation in articulate own a description of
creative and self- regards to the learning strengths and own performances
evaluative work progress and to weaknesses in on tasks with a
Reflection and
that demonstrates identify and address performing tasks focus on general
self-evaluation
learning growth ethical concerns and and to use self- successes and
and development challenges in diverse awareness to failures.
by building to contexts. address challenges
prior experiences in other contexts.
 and effectively
applying skills
across various and
diverse contexts
and situations.
Profound ability to Ability to Ability to present Ability to present
communicate communicate knowledge, skills, knowledge and
knowledge, skills knowledge, skills and and information in information in an
and information in informative in various formats that appropriate form.
an integrative way formats effective for a illustrate the
that contributes to targeted audience and connection
Integrative
the enhancement to make explicit between content
communication
of meaning (for the connections between and method in a
of knowledge
audience) and what is communicated basic way.
and skills
demonstrates how (content) and methods
language, of communications.
meaning-making
processes, thought
and expression are
interdependent.
Ability to make Ability to make Ability to use Ability to use
Application adaptations and adaptations and apply knowledge, skills, knowledge, skills,
apply knowledge, knowledge, skills, theoretical theoretical
Application of skills, theories and theoretical concepts concepts and concepts and
knowledge, methodologies to and methodologies to methodologies in methodology at
skills, theories new experience new experiences and order to contribute the situation at
and and to solve to solve problems. to the hand.
methodologies to problematic understanding of
new experiential situations with problematic
context originality and situations.
novelty.

The critical reflection rubric below (adopted from Kember et al., 2008) provides a framework for evaluating
reflection. This rubric can be used on its own or as a starting point upon which to layer course-specific expectations.

Critical Reflection Reflection Understanding Habitual Action /

Non-Reflection
A: 80-100% B: 70-79% C: 60-69% D/F: >60%
Critically reviews existing Active and careful Makes use of Automatic/superficial
Reflection on questions
knowledge, consideration of existing responses with little
Existing
assumptions, and articulates existing knowledge knowledge without conscious/deliberate
new perspectives as a result of and articulates new an attempt to thought or reference to
Knowledge
experience understanding of evaluate/appraise existing knowledge;
knowledge as a knowledge; responses are offered
result of experience demonstrates without attempting to
understanding but understand them
does not relate to
other experiences or
personal reaction
 Connection to
Academic Concepts
Demonstrates superior Demonstrates clear
connection between connections Connects experience
Connections are not
experience and class between experience with class content
drawn between
content (concepts/ theories) and class content (concepts/theories)
experience and class
and literature; evidence of (concepts/theories) but remains
content (concepts/
application of theory and ; evidence of superficial
theories) or literature
reconstruction of application of or abstract
perspective theory

Evidence of
Development
Articulates transformation Articulates new Limited/superficial
No evidence of insights
of their perspective of understanding/ insight about self or
about self or particular
themselves or about a insights about self or particular
issue/ concept/ problem
particular issue/ concept/ particular issue/ issue/concept/
as a result of
problem as a result of concept/ problem as a problem as a result of
experience
experience result of experience experience

Kember, D., McKay, J., Sinclair, K., Kam, F., & Wong, Y. (2008). A four-category scheme for coding and assessing
the level of reflection in written work. Assessment & Evaluation in Higher Education, 33(4), 369-379.

Self-assessment of Reflection:

What went well in this lesson? Why?

2. What problems did I experience? Why?

3. Was it “student centered”? Should it have been?

4. What could I have done differently?

5. What did I learn from this experience that will help me in the future?
 6. Preparation and research - Was I well prepared? - What could I have done differently?

7. Written plan – Was I organized? Did the written format work? Is there a better form?

8. Presentation – Were the students involved? Was I clear in my presentation? How was the pacing?

9. Assessment – Does my method of assessment measure what I want? How did the class do? What

REMEMBER:

1. Maintenance of reflective journals does not necessarily ensure that students reflect.
2. Assessment of the efficacy of the Reflection strategy is essential.
3. The description part shall be minimal but concise
4. Discuss the feelings, Reflections, Responses, Reactions, Conclusions and future learning points.

Writing an Essay on Reflection: Student is exposed to CPR exercise

Sections Components Writing
Introduction  What the essay is about
 What you are focusing on
 Why this is important
 What the context/background is
(general statement on reflective
practice)
 Definition of any problematic terms

Part 1 Description of the experience

Part 2 Feelings/responses to the experience
Part 3 Feelings/responses to the experience
Part 4 What was good or bad about the experience?
Part 5  Reflection after the experience
 What sense can you make of the
situation? (Include sources from
your study to help explain and
analyse the situation)

Part 6 What general conclusions do you draw?

What else could be done?
Part 7 What would you do differently?
Conclusions Summarise the main points

Example of writing Reflection Using Gibb’s Model structure:

Description

I am currently on junior resident placement in a medical college in Visakhapatnam, learning how to teach surgery to
various groups of medical students. I have only just started the job, so I am mainly assisting the senior resident and
Unit heads and have just started planning and delivering tutorial/ clinical group discussions to a small group of
students.
The incident occurred in a clinic during which I was due to perform and demonstrate physical examination to my
students as my very first session. My unit senior resident had been teaching the learners about physical signs, and my
task was to perform these examination procedures systematically on a live patient. When I got to the patient, I became
so nervous that I could not start the demonstration to the group. I fumbled about with my stethoscope and stumbled
over my first sentence so that it did not make sense. The second-year medical students were quite understanding, as
they were all mature students who were aware that I was new to teaching and was nervous, but the senior resident
snapped at me to stop being ridiculous. She came up to the right side of the bed where the patient was lying and took
the demonstration over from me, and I stood behind her holding my emotions. I left the session as soon as the class
was over and did not speak to anyone.

Feelings

I felt so miserable at the time that I considered leaving my postgraduate training course. I was embarrassed and upset
by my inability to perform even simple tasks in front of the group, but I was also extremely angry with the senior
resident for snapping at me in front of the learners. I felt afterwards that she had not given me enough time to gather
my thoughts, and that she should have left me alone to get over my nerves. I was so mortified that I informed my unit
head about my ill health the following day, and it was only when I had calmed down that I decided I needed to speak
to the assistant professor about this. I also realised later that it was perfectly natural to feel nervous, as I am not used to
speaking in public.

Evaluation

At the time, I did not feel that the situation had been resolved at all. I very deliberately left at the end of the class
without speaking to the senior resident or the learners. When I got back to the resident hostel, I telephoned one of my
friends undergoing postgraduate training in a neighbouring college and he made me feel much better. I realised that
everyone feels scared at first and probably stumbles through their first few clinical teaching sessions. This is clear in
the discussion I had with my friend. My friend explained that nine out of ten new trainee first-year postgraduate
students found their first session “incredibly daunting”. It appears that most postgraduate students have moments of
being “tongue-tied” and “losing their way with the lesson”.

Analysis

The situation was made worse by both my actions and those of the senior resident. I feel that I should have stood up to
the senior resident, rather than letting her take control of the lesson, and that I should have spoken to her immediately
after the clinical session about how I was feeling. Dealing with situations like this immediately is preferable. Instead, I
spoke to my assistant professor several days later and did not see the senior resident again until a formal departmental
meeting was held after a month. By not dealing with situations immediately and personally, and instead taking it to an
authority figure, the situation can be made worse. The senior resident could have felt that she was being “ganged up
on”, which could lead to future problems.
The resident’s actions also made the situation worse, because she did not give me time to overcome my fears and
deliberately embarrassed me in front of the class. She claimed that she had thought she was helping me out, but I do
not believe that to be the case. However, as we only spoke about the incident over a week later in the meeting with the
head of the department, she rightly argued that I should have said something to her at the time.

Conclusion

In retrospect, I would do several things differently. I should have spoken to the senior resident immediately after the
session and voiced my opinions. I should also have been braver and stood up for myself so that I retained control of
the session. However, I think the main thing I learned from the incident is that I had built up no relationship
whatsoever with the senior resident in the preceding weeks and that I should have made an effort to do so. I would
then have been able to explain how nervous I was beforehand.

Action Plan

In future, I will make sure to build up more of a relationship with colleagues. I am working alongside several different
residents during my clinical training, and I will speak to each of them about my nerves. I have already had a good
conversation with one of them, and we have worked out a way of team teaching for the next few weeks so that I do
not feel so pressured. I need to do this with the other residents, as I cannot expect them to understand how I feel if I
keep quiet. I also need to speak to my fellow postgraduate students more often about how they feel, as I think I can
learn from them.
In terms of training, I have booked a continuous professional development skills workshop at Medical College and
intend to follow it up by attending the practice sessions afterwards. I need to gain more confidence in presenting and
feel this is the best way to start.