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

Allan, Elizabeth G.; Driscoll, Dana Lynn

doi:10.1016/j.asw.2014.03.001

Cited by 63 publications

(50 citation statements)

References 29 publications

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“…Results of this study suggest that structured professional development activities are effective in teaching faculty assessment best practices. Though average increases and significant differences could be attributed to test-retest validity since the same questions were used for pre-and post-test quizzes and survey, the need remains for higher education institutions to invest in assessment-related professional development activities for faculty, as they (for the most part) are only subject-matter experts (Allan & Driscoll, 2014;Boyer, 1990;Hott & Smith, 2018;Pawlyshyn & Hitch, 2016;Saroyan & Amundsen, 2004). However, as Banta (2009) states, this must be done with the support of senior-level administrators and with faculty who are committed to the process.…”

Section: Discussion and Future Directionsmentioning

confidence: 99%

“…Current literature (Allan & Driscoll, 2014;Behar-Horenstein et al, 2016;Berry, 2019;De Golia et al, 2019;Hott & Smith, 2018;Pawlyshyn & Hitch, 2016;Rutz et al, 2012) notes the importance of faculty development and its positive impact on student learning. With increasing faculty expectations and growing accountability measures from regional accrediting agencies, higher education needs to expand faculty development in the area of assessment.…”

Section: Problem Statementmentioning

confidence: 99%

“…Grounded on literature that stresses the importance of faculty development (Allan & Driscoll, 2014;Boyer, 1990;Hott & Smith, 2018;Pawlyshyn & Hitch, 2016;Saroyan & Amundsen, 2004) and the need for meaningful assessment practices (Allan & Driscoll, 2014;Boud & Falchikov, 2007), this study examined the effectiveness of an institutionwide assessment certificate created for faculty to learn assessment best practices in student learning and program efficiency. The following research questions served as a guide for the design of this intervention:…”

Section: Research Questionsmentioning

confidence: 99%

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The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

Restrepo

Perez

Sanabria

et al. 2020

JAHE

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Administrators are struggling to understand how to best promote and implement a culture of evidence-based decision making to stakeholders. The research study presented explored best practices on creating meaningful professional development experiences using both direct and indirect evidence of learning --this article will describe the effectiveness of a hybrid certificate program designed to educate faculty about assessment and its impact on faculty learning gains, perceptions, and self-efficacy. The study used a pre-/post-test design to measure participant knowledge using quizzes for each of the four modules of the certificate and participant perceptions using a survey. The modules covered writing student learning and program outcomes, curriculum mapping, developing assessment methods, creating assessment instruments, collecting data, analyzing and reporting results, and using results for improvement. Certificate completers demonstrated increased knowledge of assessment terminology, procedures, and best practices, as well as improved assessment-related self-efficacy. However, their perception regarding assessment did not change. Data gathered through this study can help inform decisions on needed assessment-related faculty professional development activities.

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Section: Discussion and Future Directionsmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Research Questionsmentioning

confidence: 99%

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The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

Restrepo

Perez

Sanabria

et al. 2020

JAHE

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“…This learning gives big opportunity to students and lecture to communicate each other to create an article. Allan and Driscoll (2014) argued that integrating reflection into existing assignments has three 964 Using Project-based Learning in Writing an Educational Article: An Experience Report potential benefits: enhancing assessment of learning outcomes, fostering student learning, and engaging faculty in professional development [15].…”

Section: Resultsmentioning

confidence: 99%

Using Project-based Learning in Writing an Educational Article: An Experience Report

Hasani¹,

Hendrayana²,

Senjaya³

2017

ujer

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Writing skills of students in various faculties are competencies that need to be developed in accordance with the vision and purpose for the faculty itself. The Faculty of Education is a faculty which educates and writing skills to students from any department to have a sensitivity and a critical attitude toward education. This research employs qualitative research. It was expected to give inspirations to further research in linear field and also to inspire readers to implement writing based-project in their instruction. Using project-based learning directly guides them to write an article. The study involved 32 students of the 2nd of Mathematics Education Academic Year 2015/2016. We describe a reflective study on their articles that published in the local mass media. The results show that the students' interest were very varied, there are education and history education, education and values, contemporary problems of education and mathematics education. It is also show that using project based-learning, the number of students' articles published in mass media is 25% (8 of 32 articles), the remain articles (75%) were under review. From the results, it can be concluded that by using project-based learning, students' writing ability can be enhanced. Further, this learning can foster student learning and engage faculty in professional development.

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“…In this study, students also reflected on their peer review experience in the pre-and post-questionnaire. By asking students to perform these reflections, one can uncover student challenges and beliefs in relation to this learning (Allan and Driscoll, 2014). Therefore, pairing peer review with reflection can be a valuable tool that facilitates the growth of both the student and teacher.…”

Section: Peer Review As a Professional Development Toolmentioning

confidence: 99%

Transferring Skills from Classroom to Professional Writing: Student-Faculty Peer Review as an Extension of Cognitive Apprenticeship

Klucevsek

2016

JoSoTL

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In discipline-specific writing courses, students develop professional skills in reading, writing, and peer review. However, students have limited opportunities to peer review professional writing outside a writing classroom or with faculty, especially if they do not perform research. Therefore, it is unclear how students apply classroom-acquired peer review skills to a professional setting. This study examined the transfer of peer review skills learned in a science writing course to an authentic setting in which undergraduate students peer reviewed for the instructor after completing the course. In this case study, eight students volunteered to give feedback to the instructor on a draft of a literature review intended for journal submission. Student feedback was qualitatively evaluated for types and themes. Additionally, students provided their perspectives on this process through pre- and post-questionnaires, where they indicated a struggle with confidence and content while reading and reviewing. This study supports student-faculty peer review as an authentic tool for situated learning. The benefits to students include increased confidence in reading, writing, and peer reviewing literature, an opportunity to practice classroom skills, and a chance to collaborate with professionals during the writing process. I conclude with additional suggestions to increase student-faculty collaboration and cognitive apprenticeship through peer review as a tool in any discipline.

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

Cited by 63 publications

References 29 publications

The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

The Impact of an Assessment Certificate on Faculty Perceptions and Knowledge

Using Project-based Learning in Writing an Educational Article: An Experience Report

Transferring Skills from Classroom to Professional Writing: Student-Faculty Peer Review as an Extension of Cognitive Apprenticeship

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