Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/8836
Title: A four- category scheme for coding and assessing the level of reflection in written work
Authors: Kember, D
Mckay, J
Sinclair, K
Wong, FKY 
Issue Date: 2008
Publisher: Routledge, Taylor & Francis Group
Source: Assessment and evaluation in higher education, 2008, v. 33, no. 4, p. 369-379 How to cite?
Journal: Assessment and evaluation in higher education 
Abstract: Where courses have as an aim the promotion of reflective practice, it will enhance the achievement of the goal if the level of reflective thinking is assessed. To do this in a satisfactory way requires a reliable protocol for assessing the level of reflection in written work. This article presents a protocol that can be used to guide the allocation of work to four categories, namely: habitual action/non‐reflection, understanding, reflection, and critical reflection. Intermediate categories can also be used. Detailed descriptors of each category to guide the process are provided. The protocol was tested by four assessors independently using it to grade a set of written work, and very good agreement was obtained.
URI: http://hdl.handle.net/10397/8836
ISSN: 0260-2938
EISSN: 1469-297X
DOI: 10.1080/02602930701293355
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