The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development

被引：36

作者：

Allan, Elizabeth G. ^{[1
]}

Driscoll, Dana Lynn ^{[1
]}

机构：

[1] Oakland Univ, Dept Writing & Rhetor, Rochester, MI 48309 USA

来源：

ASSESSING WRITING | 2014年 / 21卷

关键词：

Writing assessment; Reflective writing; Student learning; First-year composition; Faculty professional development; Outcomes assessment; DISPOSITIONAL VIEW; KNOWLEDGE;

D O I：

10.1016/j.asw.2014.03.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents a model of reflective writing used to assess a U.S. general education first-year writing course. We argue that integrating reflection into existing assignments has three potential benefits: enhancing assessment of learning outcomes, fostering student learning, and engaging faculty in professional development. We describe how our research-based assessment process and findings yielded insights into students' writing processes, promoted metacognition and transfer of learning, and revealed a variety of professional development needs. We conclude with a description of our three-fold model of reflection and suggest how others can adapt our approach. (C) 2014 Elsevier Ltd. All rights reserved.

引用

页码：37 / 55

页数：19

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