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We offer this practical method for assessing reflection summatively, and providing formative feedback in training situations.
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Lack of an agreed way of assessing reflection is a particular obstacle to progress because assessment is needed for the identification of effectiveness of educational strategies and for research purposes [ 3].
3. Threats to the validity of current methods of assessing reflection.
This article explores those uncertainties in order to find practical ways of assessing reflection.
Based on the preceding discussion, we offer the following practical guidelines for educating and assessing reflection. 1. Clearly define the concept of reflection and verify that all stakeholders (curriculum developers, students, assessors and supervisors) adopt the same definition and intended outcomes.
The attempts to implement reflection and reflective practice as educational tools have been followed by a focus on assessing reflection over the last decade [ 9– 11].
In order to assess reflection, researchers need a clear concept of what reflection is.
We assessed reflection ability with a validated instrument (the Groningen Reflection Ability Scale [ 26]).
The GRAS was developed to assess reflection ability in medical students and consists of 23 statements.
Boenink et al. [ 17] assessed reflection by means of written answers to vignettes.
Although reflection measurements also give information about defect depth, reflection measurements from only one side are not sufficient for assessing the whole cross section of the specimens.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com