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Assessing reflective learning

Tom Bourner (Tom Bourner is Professor of Personal and Professional Development in Brighton Business School, University of Brighton, Brighton, UK.)

Education + Training

ISSN: 0040-0912

Article publication date: 1 August 2003

16043

Abstract

The purpose of this paper is to identify the main problems in assessing reflective learning and to seek ways of tackling them. Lessons are sought from HE’s long engagement with critical thinking that can be transferred to reflective learning. A solution to the problems is offered that is based on a questioning approach to reflective learning. In so doing, the paper explores the nature of reflective learning and advances the idea that the distinction between “surface” and “deep” learning can be generalised to the domain of reflective learning. It concludes with some implications for the development of reflective learning.

Keywords

Citation

Bourner, T. (2003), "Assessing reflective learning", Education + Training, Vol. 45 No. 5, pp. 267-272. https://doi.org/10.1108/00400910310484321

Publisher

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MCB UP Ltd

Copyright © 2003, MCB UP Limited

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