The following definition and description of reflection was taken from Fade S (2005) Learning and Assessing through Reflection. More detailed information can be accessed from the following website:
http://www.practicebasedlearning.org/resources/materials/docs/RoyalBromptonV3.pdf
Reflection involves describing, analysing and evaluating our thoughts, assumptions, beliefs, theory base and actions. It includes:
1. Looking forward (prospective reflection).
2. Looking at what we are doing now (spective reflection).
3. Looking back (retrospective reflection).
Alsop and Ryan (1996) offer this useful metaphor to help us understand it better:
Reflecting by looking forward is like looking at a holiday brochure before we go away. We get ideas about what the location might be like, what we might do and whom we might meet.
Reflecting by looking at what we are doing now is like looking at ourselves in a pool of water or a mirror; it shows us as we are at that point in time.
Reflecting by looking back is like looking at a photograph or video when we return from our holiday. It tells us about where we went and what we did and whom we met.
The claim is the combination of a reflective essay that is approximately 2500 words long and texts that you have produced that support the claim. The essay’s purpose is to give an overall picture, or argument, of why you should receive credit for the English skills you learned somewhere else. It should illustrate why you do not need to take English courses at the university; that you satisfy the language and skill requirements at the level appropriate to your studies. Moreover, it should reveal to the assessors who you currently are as a language learner and practitioner and give some indication as to how you got to that point. Finally, your reflective essay should also describe how you see yourself continuing to learn English. In other words, the reflective essay is retrospective, spective and prospective.
The reflective essay, in addition to your supporting texts, will be used to evaluate your proficiency in writing. Although the claim is not a purely academic or scientific text, you do have to show and build arguments for your claim, which is an academic and scientific writing skill.
Reflection as a process skill
The following text has been taken and adapted from John Mueller’s Authentic Assessment Toolkit website: http://jonathan.mueller.faculty.noctrl.edu/toolbox/portfolios.htm
Good skill development requires four steps:
· Instruction and modeling of the skill;
· Practice of the skill;
· Feedback on one's practice;
· Reflection on the practice and feedback.
Reflection itself is a skill that enhances the process of skill development and virtually all learning in innumerable settings. Those of us who are educators, for example, need to continually reflect upon what is working or not working in our teaching, how we can improve what we are doing, how we can help our students make connections to what they are learning, and much, much more. Thus, it is critical for you to learn to effectively reflect upon your learning and growth.
As a skill, reflection is not something that can be mastered in one or two attempts. Developing good reflective skills requires instruction and modeling, lots of practice, feedback and reflection. Often, when you as a student are first asked to respond to prompts such as "I selected this piece because..." you may respond with "It gets the message across." Okay, that's a start.
However, we want you to elaborate on that response. The fact that you did not initially elaborate is probably not just a result of resistance or reluctance. You need to learn how to respond to such prompts. You need to learn how to effectively identify strengths and weaknesses, to set realistic goals for yourself and your work, and to develop meaningful strategies to address those goals. Students often become dependent upon teachers or supervisors, to evaluate their work. At this point you as a student need to learn self-assessment and reflection phase of the portfolio process should be ongoing throughout the portfolio development.
Please remember that you can always and should always turn to the Coordinating Lecturer, Paula Haapanen, with questions or for guidance and feedback during your reflection process. This is important. You do not want to do work and discover that you have been heading in a direction that does not support the criteria of the EEP. Rule number one: when in doubt, ASK!
Getting started
The following steps will help you get started:
- Carefully read the criteria of the EEP. If you have any questions about what something means, you should contact the Coordinating Lecturer, Paula Haapanen, immediately at paula.haapanen@lut.fi
- Once you have understood what it is that you have to show, start gathering texts to support your claim. The assessors want to see your best work so be selective when going through your texts.
Now what does best work mean? For the EEP’s purposes, this means texts that show that you have the skills and knowledge to write in an academic/scientific way at the appropriate level. No one expects perfection. However, if your texts show us that you:
*write multiple drafts of an academic text (process writing),
*self-edit to a certain degree,
*learn from your mistakes and improve subsequent versions, and
*use appropriate style, register and vocabulary for your discipline,
then those texts are most likely good samples for supporting your claim. Furthermore, if you have taken part in any proficiency testing in the last two years, and have received a certificate for it, you should include a copy of it with your claim as well.
3. Reflect on the following when considering samples of your best work:
- Why did you write the text and who did you write it for?
- Why did you select this sample?
- What criteria of the EEP does it satisfy?
- What do you like and not like in the sample?
- Can you identify the processes involved in developing that specific text or performance?
- Can you describe and point to examples in the text of how specific language skills or knowledge improved (or did not)?
- Can you identify strengths and weaknesses in the samples of work?
- Can you set goals corresponding to the strengths and weaknesses in the text and identify strategies for reaching those goals?
4. Use the reflections for selecting your texts to write your claim.
Remember, the claim:
- is a reflective essay that is approximately 2500 words long. On average, this means a 5-page, single-spaced text, written in a size 12, Times New Roman font.
- is an overall picture, or argument, for why you should receive credit for the English skills you learned somewhere else.
- should illustrate why you do not need to take English courses at the university; that you satisfy the language and skill requirements at the level appropriate to your studies.
- should reveal to the assessors who you are as a language learner and practitioner.
- should also breakdown and analyze your supporting texts.
The claim, in addition to your supporting texts will be used to evaluate your proficiency in writing. Although the claim is not a purely academic or scientific text, you do have to show and build arguments for your claim, which is an academic and scientific writing skill.
The following questions may help you write your claim:
- Why have you chosen to do the EEP instead of learning another language or continuing to study English?
- What is your language learning background?What kind of a language learner are you?
- How do you see yourself as a communicator in English?
- What are your strengths and weaknesses when communicating in English?
- How do you compensate for your weaknesses?
- What are your plans to continue your skills and knowledge growth in English?
- How do you define Academic/Scientific Writing?
- How is Academic/Scientific Writing in English similar to Academic/Scientific Writing in your mother tongue?
- How is it different?