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ERIC Number: EJ858156
Record Type: Journal
Publication Date: 2009-Aug
Pages: 5
Abstractor: ERIC
Reference Count: 8
ISSN: ISSN-1356-2517
The Reflection Game: Enacting the Penitent Self
Macfarlane, Bruce; Gourlay, Lesley
Teaching in Higher Education, v14 n4 p455-459 Aug 2009
The educational equivalent of the reality show is the reflective assignment, often associated with the linked contents of a teaching "portfolio." This form of assessment is now increasingly common in higher education and examples can be found in subjects such as nursing or teacher education. Students are asked to reflect on their workplace experiences and, in the process, link the theory of their subject with what they encounter in the hospital, school, university or other workplace setting. This often relies on a tedious, "court of law" style process of documentary collation in which an assessor checks that certain pieces of "evidence" have been presented. In the case of teaching portfolios, this invariably includes examples of peer observation. Portfolios also normally include some kind of "reflective commentary" where the student is expected to link their experience of practice with the theoretical constructs of the subject. However, less explicit attention is paid to other, more subtle forms of "evidence" required to be displayed in these accounts, via what might be termed the "hidden curriculum" of emotional performativity. In exploring the hidden curriculum, the authors will focus on the reflective commentaries found within portfolios produced by those pursuing university "learning and teaching" certificates. Their criticisms of this means of assessment though might apply equally to other subject areas. The intention of this short article is to open up a debate about the use of reflection in the assessment of students in higher education. The authors start with three tips for anyone starting on a learning and teaching certificate who wants to be a true portfolio "star."
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A