A summary of key topics covered in the Facilitators’ Toolkit and where to find them. Consideration Place in the Facilitators’ Toolkit Alignment in your course Should I use reflection in my initiative? Assessing activities Assessing activities Assessing assignments Assessing assignments Assessment criteria Assessment criteria Should I assess? Assessment rubrics Assessment rubrics Should I assess? Authenticity Authenticity and reflection as performance – reflection with an audience Be clear about what you are asking Introducing reflection as an assignment Believe in reflection Should I use reflection in my initiative? How do I introduce reflection? Clear instructions are essential Introducing reflection as an assignment Communicating the value of reflection How do I introduce reflection? Definitions of assessments Should I assess? Digital footprint considerations and choosing technology Digital footprint considerations Factors to consider in whether or not to assess Should I assess? Finding inspiration from others’ work Should I use reflection in my initiative? Case studies of reflective practice in the University Identifying what good looks like Assessment criteria Should I assess? Identifying what you want Should I use reflection in my initiative? Reflection as a learning outcome, assessment, or teaching strategy Should I use reflection in my initiative? Reflection with an audience Authenticity and reflection as performance – reflection with an audience ‘Reflection’ versus ‘evidence of reflection’ Introducing reflection as an assignment Reflective blogs, journals, and diaries Reflective blogs/journals/diaries Reflective essays Reflective essays Reflective tasks: deciding on the mode/way of reflecting Components of reflective tasks: ways/modes of reflecting, structure, and type of assessment Reflective tasks: deciding on structure Components of reflective tasks: ways/modes of reflecting, structure, and type of assessment Reflective tasks: types of assessment Components of reflective tasks: ways/modes of reflecting, structure, and type of assessment Reflective tasks: ways/modes of reflecting written reflections in conversation with self reflecting with others creative and other media Components of reflective tasks: ways/modes of reflecting, structure, and type of assessment Modes of reflection: specific considerations and recommendations Set boundaries and guidelines for reflective activities Introducing reflection as an activity Think about trust and confidentiality Introducing reflection as an activity Using clear definitions How do I introduce reflection? When are assessment criteria or rubrics required? Should I assess? Whether or not to assess Should I assess? This article was published on 2024-10-15
