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Multiple approaches to reflection as a key component of assessment

Rami, Justin and Lalor, John and McNamara, Gerry (2007) Multiple approaches to reflection as a key component of assessment. In: O'Neill, Geraldine and Huntley-Moore, Sylvia and Race, Phil, (eds.) Case studies of good practices in assessment of student learning in higher education. AISHE : All Ireland Society for Higher Education, pp. 73-78. ISBN 0-9550134-2-9

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This case study focuses on the learning outcomes of two separate modules within the programme: Supervised Work-Based Practice (SWBP) and Microteaching. Using ‘constructive alignment’ (Biggs, 1996), the assessors are interested in the students not only having an understanding of the skills and knowledge required as a teacher/trainer but also the ‘higher order elements’ leading to a deep understanding of themselves and the environment they are working in. The emphasis on ‘reflection’ is crucial to the assessment as the School aims to produce students who are not only knowledgeable but competent.

Item Type:Book Section
Uncontrolled Keywords:Assessment; Professional Competencies; Professional Development; Triangulation;
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Faculty of Humanities and Social Science > School of Education Studies
Publisher:AISHE : All Ireland Society for Higher Education
Official URL:
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
Funders:Higher Education Authority, AISHE
ID Code:4516
Deposited On:23 Apr 2009 11:10 by Justin Rami. Last Modified 16 Nov 2009 17:44

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