Exploration of a Reflective Practice Rubric

Autor/inn/en	Young, Karen; James, Kimberley; Noy, Sue
Titel	Exploration of a Reflective Practice Rubric
Quelle	In: Asia-Pacific Journal of Cooperative Education, 17 (2016) 2, S.135-147 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-2882
Schlagwörter	Work Experience Programs; Reflection; Student Evaluation; Scoring Rubrics; Higher Education; Pilot Projects; Reliability; Validity; Job Placement; Grading; Interrater Reliability; Standards; Academic Achievement; Transfer of Training; Criterion Referenced Tests; Models; Mixed Methods Research; Alignment (Education); Student Journals + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pilot project; Modellversuch; Pilotprojekt; Reliabilität; Gültigkeit; Employment service; Employment services; Arbeitsvermittlung; Notengebung; Interrater-Reliabilität; Standard; Schulleistung; Training; Transfer; Ausbildung; Analogiemodell; Studentenzeitung
Abstract	Work integrated learning (WIL) educators using reflective practice to facilitate student learning require a set of standards that works within the traditional assessment frame of Higher Education, to ascertain the level at which reflective practice has been demonstrated. However, there is a paucity of tested assessment instruments that provide guidance for measuring student demonstrations of reflective learning in WIL. This paper provides a preliminary exploration (pilot) of the reliability and validity of a WIL placement rubric for grading reflective practice across an alternate WIL placement-like context, for the purpose of testing the potential transferability of the rubric. The study supports earlier research that suggests that inter-assessor shared understanding of standards are crucial for achieving reliable and valid results. The rubric's value is in providing a foundation set of standards that can support WIL educators to expedite discussions for developing and using assessment tools grounded in reflective practice theory for grading student achievement across a range of WIL placement-like learning contexts. (As Provided).
Anmerkungen	New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@apjce.org; Web site: http://www.apjce.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01