Assessing reflective writing using Williams et al’s (2000) criteria There are numerous tools in the literature to facilitate the process of assessing reflection. The tool detailed below is believed to be of particular relevance to discussing the SLER with physiotherapy students at UWE. Tool characteristics Based on criteria developed by Boud et al (1985) Describes the process of reflection, rather than merely categorizing the types of reflection Developed on physiotherapy students writing their clinical placements Reliability assessed Level of Description Stage in the Reflection process 0. Is descriptive in nature No analysis has Non reflection reporting on what is occurred of the happening rather than learning event, analyzing the learning issue, or situation. event, issue or situation 1. Describes the learning event, issue or situation. Describes What happened? learning Describes prior knowledge, feelings or attitudes with new knowledge, feelings of attitudes 2. Analyses/re-evaluates the Analyses learning event, issue, or What is your learning situation in relation to prior reaction to the knowledge/feelings/attitudes learning event, issue, or situation? Why did it happen? 3. Verifies/confirms the What is the value Verifies learning event, issue, or of the learning learning situation in relation to prior event/issue/situation knowledge, feelings, or that has occurred? attitudes. Are the new knowledge, feelings/attitudes about the learning event/issue/situation correct? 4. Relates 1,2 & 3 to gain a What is your new Gains a new new understanding of the understanding of understanding learning event, issue, or the learning event, situation. issue, or situation?
Assessing reflective writing using Williams et al’s (2000) criteria There are numerous tools in the literature to facilitate the process of assessing reflection. The tool detailed below is believed to be of particular relevance to discussing the SLER with physiotherapy students at UWE. Tool characteristics Based on criteria developed by Boud et al (1985) Describes the process of reflection, rather than merely categorizing the types of reflection Developed on physiotherapy students writing their clinical placements Reliability assessed Level of Reflection Description Stage in the process 0. Non reflection Is descriptive in nature reporting on what is happening rather than analyzing the learning event, issue or situation No analysis has occurred of the learning event, issue, or situation. 1. Describes learning Describes the learning event, issue or situation. Describes prior knowledge, feelings or attitudes with new knowledge, feelings of attitudes What happened? 2. Analyses learning Analyses/re-evaluates the learning event, issue, or situation in relation to prior knowledge/feelings/attitudes What is your reaction to the learning event, issue, or situation? Why did it happen? 3. Verifies learning Verifies/confirms the learning event, issue, or situation in relation to prior knowledge, feelings, or attitudes. What is the value of the learning event/issue/situation that has occurred? Are the new knowledge, feelings/attitudes about the learning event/issue/situation correct? 4. Gains a new understanding Relates 1,2 & 3 to gain a new understanding of the learning event, issue, or situation. What is your new understanding of the learning event, issue, or situation?
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