Reflection Lite Bite

Table of Contents

1. Introduction
2. Why is reflection for learning important?
3. Definition of reflection
4. How does it work?
5. Using reflection in practice
6. Assessing reflection
7. Further Reading
8. Quiz
9. Further Information

Assessing reflection

If you are assessing reflective assignments for students (written or otherwise) it can be difficult to decide what criteria to assess them on.

Sanders (2009) provides a grading structure based on the work of Jenny Moon (2004) that you may find useful.

Grade A- Experiencing an event has changed, or confirmed, how you experience an event(s).You may wish to change how you respond to similar events in the future. You provide an explanation, including references to other literature, e.g. Articles or books

Grade B-Involves judgement, what went well, or less well and why.

Grade C- Describing an event- recognising how it affects your feelings, attitudes and beliefs and/or questioning what has been learnt and comparing it to previous experience.

Grade D - Describing an event- recognising that something is important but not explaining why

Grade E - Describing an event- repeating the details of an event without offering any interpretation.

Grade F: Describing an event- poor description of event

For more details see Sandars, J. (2009) 'The use of reflection in medical education: AMEE Guide No. 44', Medical Teacher, 31: 8, 685 - 695

University of Leeds, School of Medicine

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