TY - JOUR
T1 - Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme
AU - Gibbons, Jenny
PY - 2018/9/11
Y1 - 2018/9/11
N2 - 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.
AB - 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.
KW - Reflective practice
KW - Problem-based learning
KW - Bernstein
KW - Evaluative rules
UR - http://dx.doi.org/10.1080/13562517.2018.1514374
U2 - 10.1080/13562517.2018.1514374
DO - 10.1080/13562517.2018.1514374
M3 - Article
SN - 1356-2517
VL - 24
SP - 834
EP - 849
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 7
ER -