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Librarians engage in assessment for several purposes, such as to improve teaching and learning, or to report institutional value. In turn, these assessments shape our perspectives and priorities. How can we participate critically in the assessment of information literacy instruction and library programming while broadening our view and making room for questions about what we do? This paper aims to explore self-reflection as a method for building on existing assessment practices with a critical consciousness.

In tracing the trajectory of assessment and reflective practice in library literature, the authors conducted a selective literature review and analyzed the potential impact of incorporating librarian self-reflection into assessment practices, particularly for instructional services. The authors’ experiences with strategies informed by these conversations were also described.

Self-reflection has typically been used to improve teaching or as a method of assessing student learning. However, it can also be used to develop a critical awareness of what one accomplishes through the act of assessing. The authors develop and present self-reflective strategies and discuss their benefits and limitations.

An extensive list of strategies was developed to illustrate practical examples of a reflective approach to assessment.

Although librarians have used reflection as a type of assessment strategy, self-reflection has not been viewed as a method for evaluating other assessment techniques. Librarians interested in exploring reflective practice and thinking critically about assessment will find strategies and suggestions for doing so.

The purpose of this research is to understand reflective journalling in a first year Public Health practice unit.

This research uses pure phenomenography to interpret students’ descriptions of reflective journalling. Data were collected from 32 students enrolled in PUB215 Public Health Practice in the School of Public Health, Queensland University of Technology. Participants completed a brief open‐ended questionnaire to evaluate the first assessment item in this unit, a reflective journal. Questionnaire responses were analysed through Dahlgren and Fallsberg's seven phases of data analysis.

The reflective journal required students to reflect on lecture content from five of seven guest speakers. Participants’ responses were categorised into four conceptions: engagement in learning, depth of knowledge, understanding the process and doing the task. Participants describe reflective journalling as a conduit to think critically about the content of the guest speakers’ presentations. Other participants think journalling is a vehicle to think deeply about their potential career pathways. Some define journalling as a pragmatic operation where practical issues are difficult to navigate. The reflective journal successfully: engaged students’ learning, increased students’ depth of knowledge and deepened students’ understanding of the journalling process.

This research gives an insight into how first year public health students understand reflective journalling, supports educators in reflective journalling assessments and confirms a reflective journal assessment can move student reflection towards higher order thinking about practice.

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.

Reflection on performance and progress prepares students for workplace environments where self-management is expected, and yet this is something students are not often required to do formally in higher education (HE). This paper explores this gap in students' ability and seeks to address it through a reconsideration of summative assessment practices which, particularly in light of COVID-19, must align with the needs of graduates and their employers.

The paper draws from data collected from the summative reflective assessment reports that degree apprentices (DAs) submitted during the final year of their Business Management degree while undertaking a problem-based module. We undertook a document analysis of these reports and used thematic analysis where we systematically looked for repeated themes in students' reflections.

Students problematise the skills needed during COVID-19, and beyond, both in their academic studies and the workplace. Authentic assessment provides opportunities for students to work on skills and projects which are relevant to them. Through reflective accounts of skills they developed, students were able to bridge academic and professional practice and identify areas of convergence. Students engaged with academic theories in a constructive and meaningful way which suggests that authentic reflective accounts as part of assessment have the potential to maintain academic rigour.

Skills development can bring the workplace into HE in a meaningful and systematic way and this article provides guidance for those looking to introduce reflection on skills to other courses. We suggest how this model can be utilised across modules which do not have work-integrated learning in their delivery.

It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom.

This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases.

Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning.

This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom.

This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

Writers such as Schön and Argyris have been influential in our understanding of how people and organisations learn. They contend that “real” learning only takes place when we challenge assumptions and the taken‐for‐granted aspects of everyday working life, as well as the values on which these assumptions are based. Further, the ability of learning to learn (or “double‐loop learning” as it is sometimes called) at both an individual and an organisational level is regarded by such writers as the key skill in adapting to a fast‐changing world. With this framework in mind, professional courses such as the Advanced Professional Diploma in Public Relations at Leeds Metropolitan University have incorporated the philosophy of “reflective learning” in assessment. The assessment tool of this type of course is typically a reflective learning assignment where individual learners critically reflect on their own working practice in the light of newly acquired knowledge and skills. The assignment, at least in theory, is not an end in itself but the start of a continuous process of self‐reflection and challenging of assumptions underlying practice in everyday working life. It follows, therefore, that such an approach could have a relevance for innovation in individual working practices. This paper seeks to examine whether reflective learning conducted within an academic setting has a relevance for innovation in public relations. It draws on theories and discussion in the fields of organisational learning; reflective learning and reflective practice; a critical analysis of 25 reflective learning assignments; and six telephone interviews with public relations practitioners who have successfully completed the Advanced Professional Diploma in Public Relations at Leeds Metropolitan University. It is followed by a discussion of the link between their reflective learning and organisational learning, and suggests where innovation is most likely to occur. Finally, implications for academics and practitioners are discussed.

The purpose of this study is to review the use of partial least squares-structural equation modeling (PLS-SEM) in the field of hospitality and tourism and thereby to assess whether the PLS-SEM-based papers followed the recommended application guidelines and to investigate whether a comparison of journal types (hospitality vs tourism) and journal qualities (top-tier vs other leading) reveal significant differences in PLS-SEM use.

A total of 206 PLS-SEM based papers published between 2000 and April 2017 in the 19 SSCI-indexed hospitality and tourism journals were critically analyzed using a wide range of guidelines for the following aspects of PLS-SEM: the rationale of using the method, the data characteristics, the model characteristics, the model assessment and reporting the technical issues.

The results reveal that some aspects of PLS-SEM are correctly applied by researchers, but there are still some misapplications, especially regarding data characteristics, formative measurement model evaluation and structural model assessment. Furthermore, few significant differences were found on the use of PLS-SEM between the two fields (hospitality and tourism) and between the journal tiers (top-tier and other leading).

To enhance the quality of research in hospitality and tourism, the present study provides recommendations for improving the future use of PLS-SEM.

The present study fills a sizeable gap in hospitality and tourism literature and extends the previous assessments on the use of PLS-SEM by providing a wider perspective on the issue (i.e. includes both hospitality and tourism journals rather than the previous reviews that focus on either tourism or hospitality), using a larger sample size of 206 empirical studies, investigating the issue over a longer time period (from 2000 to April, 2017, including the in-press articles), extending the scope of criteria (guidelines) used in the review and comparing the PLS-SEM use between the two allied fields (hospitality and tourism) and between the journal tiers (top-tier and other leading).

This study examines the quality of work-life (QoWL) as a formative construct and validates the scale in an Indian context. Taking a cue from the two-factor (Herzberg) theory, the study developed and validated a formative assessment model of QoWL in the current scenario.

Cross-sectional data and a self-administered questionnaire were used to analyze the QoWL scale based on a sample of 841 respondents from IT/ITES, BFSI, CPG and manufacturing sectors. Indicators/items of QoWL were considered a first-order reflective construct, and factors of QoWL were considered second-order formative construct in the study. Embedded two-stage approach was used to assess the antecedent construct in the model in which QoWL was measured with seven formative indicators in stage one, and all the constructs of the QoWL are measured with a single item (Global_QWL, i.e. the essence of all constructs) in stage two.

The study found QoWL as a formative construct with seven significant dimensions; namely, hygiene factors included fairness in compensation (FC), job security (JS), interpersonal relationship (IR), health and wellbeing (HWB), where motivational factors had rewards and career growth (RG), work-life balance (WLB) and learning and development (LD). The study also indicated the strong association of a single item (global_QWL) with all constructs of QoWL. The study findings conceptualize a QoWL as a formative construct within the mentioned sector and can be generalized and extended to other sectors of the economy as well.

Future researchers can take guidance to deal with the formative construct in the development and validation of scale in various topics in the field of HRM. Future researchers can extend the study across cities and different sectors.

In this VUCA world, employees have to be constantly on their toes to ensure their organization remains relevant. In this context, the least organization can do for their employees is to offer a conducive environment and favorable QoWL. This study aims to assist the key decision-makers in applying the QoWL index as a formative construct and aiding them in improving the quality of their decisions.

Researcher believes that applying the QoWL index as a formative construct can aid decision-makers in improving the quality of their decisions by equipping them with relevant inputs and knowledge. Government can focus on the employees' welfare and introduce the current motivational and hygiene factors in the area of quality of life of the Indians.

Formative assessment measurement of QoWL model was validated with the two-factor theory to understand the work environment of India in the private sector across different sectors. The unique finding of the study was a single item (global_QWL) to conclude the QoWL index as a formative construct by redundancy analysis.

By asking questions and presenting creative problems for students to solve, faculty nurture critical thinking and creativity. This type of inquiry-based teaching and learning is at the core of design curricula and provides the backbone of student charrettes and competitions, rooted in the professional realities of the disciplines. This chapter provides a guide for faculty members through the steps of how to do assessment of inquiry-based education within an artistic discipline. It provides a path to improve both content and form: to integrate what is known about inquiry-based learning in the arts with assessment practices that have emerged over the past three decades, and to use that as a basis for discussing how using reflective and inquiry-based practices coupled with well-designed assessment practices can serve to improve teaching practice, student learning, and further the development of inquiry-based environments at the individual, program, and even institutional levels.

This paper describes how Business and Society, a compulsory subject for all undergraduate students in an Australian business school, is used for a transformational approach. We explain how reflection is central in both the objectives and the pedagogy of the subject. Students conduct individual research projects and present that in a two-minute video presentation. The reflective activities are not only designed to develop a capability for reflection but also to show how reflection is an integral part of professional practice, grounded in the concept of reflection as “turning things over in the mind to a purpose,” after John Dewey. Developing these activities has required the teaching staff to reflect on the effectiveness and relevance of these aspects and to examine the various ways in which “reflection” is used in tertiary education. In the paper, we describe and explain some of the distinctive features of the course, and explain the practical, but conceptually sound, approach to ethics which underpins the design and teaching and show how it is possible to address the notions of the good life in a plural society. We also consider questions of assessment, including the assessment of reflective capacity and issues of moderation with large classes and multiple markers.