Title

Authentic assessment of reflection in an ePortfolio: How to make reflection more real for students

Document Type

Conference Proceeding

Publisher

ASCILITE

Faculty

Faculty of Education and Arts

School

School of Education/Centre for Research in Early Childhood

RAS ID

18723

Comments

This article was originally published as: Roberts, P. K., Farley, H., & Gregory, S. (2014). Authentic assessment of reflection in an ePortfolio: How to make reflection more real for students. Proceedings of Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. (pp. 441-445). Dunedin, New Zealand. ASCILITE. Original article available here

Abstract

In a doctoral study that focused on the enhancement of reflection through an ePortfolio-based learning environment, students’ indicated that they felt reflection was not real when it was used for assessment. This led to an examination of assessment practices linked to reflection and ways to make it authentic. The literature revealed that reflection is often a component of authentic assessment rather than being a focus of it. The practices associated with the assessment of reflection are examined in order to formulate 4 guiding principles. These principles aim to make the process of reflection more ‘real’ to students in higher education settings, particularly when using an ePortfolio platform

Creative Commons License

Creative Commons Attribution 3.0 License
This work is licensed under a Creative Commons Attribution 3.0 License.

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