Assessing the Reliability of Grading Reflective Journal Writing

Williams, Renee; Sundelin, Gunnevi; Foster-Seargeant, Elaine; Norman, Geoff

doi:10.1097/00001416-200007000-00005

Cited by 48 publications

(40 citation statements)

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“…We hypothesized that finding codes related to reflection on learning, and in particular codes corresponding to deeper levels of reflection, would provide evidence for the effectiveness of the exercise. To evaluate the level of reflection, the codes were classified according to four categories adapted from Boud et al (1985) and Williams et al (2000). The four categories were: (a) description of feelings, attitudes, strengths, and weaknesses; (b) analysis of the impact of these descriptions on learning; (c) integrating the analysis to the learning environment (e.g., new understanding or actions towards transformation); and (d) outcomes of the reflection and future behaviors.…”

Section: Methodological Approachmentioning

confidence: 99%

“…Such findings are not surprising because reflection is a process that develops over time and it is unlikely that all students equally matured in this process during the course of the semester. Reflection might not lead to immediate benefits in academic achievement but rather have a more general positive impact on the student experience by stimulating deep approaches to study, encouraging metacognitive awareness, enhancing lifelong learning, increasing motivation, providing an outlet for the affective aspects of learning, and improving student-teacher relations (e.g., Boud et al, 1985;Elwood & Klenowski, 2002;Kraayenoord & Paris, 1997;Lopez & Kossack, 2007;Mezirow, 1990;McDonald & Boud, 2003;Reynolds & Trehan, 2000;Shepard, 2000;Spalding & Wilson, 2002;Tan, 2008;Williams et al, 2000). It would be interesting for future studies to incorporate valid measures of other aspects of the student experience, for example the Metacognitive Awareness Inventory (MAI; Schraw & Dennison, 1994), to quantify the benefits of reflection.…”

Section: Was the Exercise Effective In Promoting Reflection?mentioning

confidence: 99%

“…The issue of whether or not reflection writing should be graded remains debated (e.g., see discussion by Spalding & Wilson, 2002;Stewart & Richardson, 2000;Williams et al, 2000). The informal assessment of the essays was not related to the frequency of the codes extracted objectively.…”

Section: Should Reflection Be Evaluated?mentioning

confidence: 99%

“…The authors stated that this process was "straightforward and reliable" (p. 57). Other means of evaluating reflection writing on the basis of specific criteria have also been proposed (Williams et al, 2000).…”

Section: Should Reflection Be Evaluated?mentioning

confidence: 99%

“…Research on this topic has generally focused on a small number of students registered in professional programs (see review by Mann, Gordon, & MacLeod, 2009 for health professions; Andrusyszyn & Davie, 1997;Duke & Appleton, 2000;Lew, Alwis & Schmidt, 2010;Lew & Schmidt, 2011;McCrindle & Christensen, 1995;Riley-Doucet & Wilson, 1997;Spalding & Wilson, 2002;Stewart & Richardson, 2000;Tyssenaar, 1995;Walser, 2009;Williams, Sundelin, Foster-Seargeant, & Norman, 2000;Wong et al, 1995). Some research has focused on surveying students' and professors' impressions with mixed results (e.g., Maguire, Evans, & Dyans, 2001;Riley-Doucet & Wilson, 1997;Stewart & Richardson, 2000;Walser, 2009).…”

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confidence: 99%

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Evaluating the Implementation and Effectiveness of Reflection Writing

2017

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There is ample theoretical justification for incorporating reflection exercises as a tool for preparing students for life beyond university, yet the utility of such exercises needs to be documented if resources are to be devoted to their implementation. This study describes the implementation and evaluates the effectiveness of a reflection exercise that was introduced in an entry-level undergraduate psychology course. Students completed four periodic reflection journals and submitted an essay summarizing their progress as learner at the end of the semester using examples from the journals to support their reflection. Multiple qualitative analysis methods were used to measure the reflective content of the summary essays. The analyses support the effectiveness of the exercise in promoting reflection on the process of learning including strengths, weaknesses, learning strategies, competence, efforts, and emotions. In addition, reviewing the reflective essays provided the instructor with invaluable insight into the students’ experience. We conclude that reflection writing can be incorporated in undergraduate studies to encourage the development of life-long learning skills with reasonable time requirements. Suggestions for modes of implementation as well as future avenues of research are discussed. Il existe une ample justification théorique à l’incorporation d’exercices de réflexion en tant qu’outils pour préparer les étudiants à la vie après l’université, et pourtant l’utilité de tels exercices a besoin d’être documentée avant de consacrer des ressources à leur mise en oeuvre. Cette étude décrit la mise en oeuvre et évalue l’efficacité d’un exercice de réflexion qui a été présenté dans un cours de premier cycle en psychologie. Les étudiants ont complété quatre journaux de réflexion personnelle au cours du semestre et à la fin du cours, ils ont rédigé un essai dans lequel ils ont résumé leurs progrès en tant qu’apprenants en utilisant des exemples tirés de leurs journaux pour soutenir leur réflexion. Plusieurs méthodes d’analyse qualitative ont été utilisées pour mesurer le contenu réflectif des essais. Les analyses soutiennent l’efficacité de l’exercice pour favoriser la réflexion sur le processus d’apprentissage, y compris les forces, les faiblesses, les stratégies d’apprentissage, la compétence, les efforts et les émotions. De plus, le fait d’avoir examiné les essais de réflexion a fourni à l'instructeur des indications d’une valeur inestimable sur l’expérience des étudiants. Nous concluons que la rédaction réflective peut être incorporée dans les études de premier cycle pour encourager le développement de compétences d’apprentissage qui serviront tout au long de la vie et ce selon des exigences raisonnables quant au temps requis. Des suggestions de divers modes de mise en oeuvre ainsi que d’avenues pour des recherches futures sont également discutées.

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Section: Methodological Approachmentioning

confidence: 99%

Section: Was the Exercise Effective In Promoting Reflection?mentioning

confidence: 99%

Section: Should Reflection Be Evaluated?mentioning

confidence: 99%

Section: Should Reflection Be Evaluated?mentioning

confidence: 99%

mentioning

confidence: 99%

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Evaluating the Implementation and Effectiveness of Reflection Writing

2017

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The use of artificial intelligence to detect students' sentiments and emotions in gross anatomy reflections

Rechowicz

Elzie

2023

Anatomical Sciences Ed

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Students' reflective writings in gross anatomy provide a rich source of complex emotions experienced by learners. However, qualitative approaches to evaluating student writings are resource heavy and timely. To overcome this, natural language processing, a nascent field of artificial intelligence that uses computational techniques for the analysis and synthesis of text, was used to compare health professional students' reflections on the importance of various regions of the body to their own lives and those of the anatomical donor dissected. A total of 1365 anonymous writings (677 about a donor, 688 about self) were collected from 132 students. Binary and trinary sentiment analysis was performed, as well as emotion detection using the National Research Council Emotion Lexicon which classified text into eight emotions: anger, fear, sadness, disgust, surprise, anticipation, trust, and joy. The most commonly written about body regions were the hands, heart, and brain. The reflections had an overwhelming positive sentiment with major contributing words “love” and “loved.” Predominant words such as “pain” contributed to the negative sentiments and reflected various ailments experienced by students and revealed through dissections of the donors. The top three emotions were trust, joy, and anticipation. Each body region evoked a unique combination of emotions. Similarities between student self‐reflections and reflections about their donor were evident suggesting a shared view of humanization and person centeredness. Given the pervasiveness of reflections in anatomy, adopting a natural language processing approach to analysis could provide a rich source of new information related to students' previously undiscovered experiences and competencies.

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Reflection and reflective practice in health professions education: a systematic review

Mann

Gordon

MacLeod

2007

Adv in Health Sci Educ

1,660

1,388

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The importance of reflection and reflective practice are frequently noted in the literature; indeed, reflective capacity is regarded by many as an essential characteristic for professional competence. Educators assert that the emergence of reflective practice is part of a change that acknowledges the need for students to act and to think professionally as an integral part of learning throughout their courses of study, integrating theory and practice from the outset. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education, and across a variety of health professions. The evidence to support and inform these curricular interventions and innovations remains largely theoretical. Further, the literature is dispersed across several fields, and it is unclear which approaches may have efficacy or impact. We, therefore, designed a literature review to evaluate the existing evidence about reflection and reflective practice and their utility in health professional education. Our aim was to understand the key variables influencing this educational process, identify gaps in the evidence, and to explore any implications for educational practice and research.

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Assessing the Reliability of Grading Reflective Journal Writing

Cited by 48 publications

References 0 publications

Evaluating the Implementation and Effectiveness of Reflection Writing

Evaluating the Implementation and Effectiveness of Reflection Writing

The use of artificial intelligence to detect students' sentiments and emotions in gross anatomy reflections

Reflection and reflective practice in health professions education: a systematic review

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