Application of critical reflection and assessment is essential tools in transformative learning. Critical reflection involves examining one’s learning and teaching practices, which facilitate effective methodologies thus attain the key mechanisms of effective learning. There are various methods that both learners and educators can use to assess and evaluate learning by using critical reflection.
Throughout the course, of learning there are various methods of individual assessment that help the learner to know whether he/she has learnt or grasped the concepts taught by an educator. One of the most significant assessments is the practical application of what is learnt. When an individual applies what they learn in theory to practical work, it shows that they have fully understood the concepts. In addition, this ensures what is learnt is not easily forgotten in the near future. Taking personal quizzes is also another method for personal assessment on different topics learnt in a classroom setting. The quizzes help evaluate one’s understanding of the concepts or topics taught. They also assist an individual to pinpoint the weak areas and measures to improve (Brodie & Irving, 2007).
Educators can use reflection to enable students to be receptive to their interests, requirements and learning. Additionally, the use of diverse fundamentals of reflective teaching such as use of questions enables the teacher to assess whether the students understand what is being taught (Kinsella, 2007). Questions also help the teacher to assess their methods of teaching through the evaluation of the values and goals that guide their course work and teaching context. Critical reflection is also helpful as it enables adaptation of curriculum content, product, process and classroom environment according to both the students’ learning styles, needs and interests, and the teachers’ practical skills. Moreover, teachers can assess students’ learning through reflective journalism (Minott, 2009). Finally, teachers can improve their methods of teaching through peer collaboration as an act of critical reflection. Through collaboration, teachers can discuss and analyze the issues they encounter in the learning environment and come up with ways to improve their classroom experiences (Minott, 2009). This shows that use of critical reflections has beneficial results to both teachers and students.
References
Brodie, P., & Irving, K. (2007). Assessment in work‐based learning: investigating a pedagogical
approach to enhance student learning. Assessment & Evaluation in Higher Education.
Kinsella, E. (2007). Embodied Reflection and the Epistemology of Reflective Practice. Journal
of Philosophy of Education, 41(3). Retrieved 11 September 2012 from, Academic Search Premier.
Minott, M. (2009). The role of reflection in the differentiated instructional process. College Quarterly, 12(1) Retrieved 11 September 2012 from,
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ASSESSMENT AND CRITICAL REFLECTION …