The assessment or evaluation of critical reflective writing is problematic. Some take it as too personal and subjective and therefore do not presume to judge others’ reflection. On the other hand, in some disciplines reflection is formally incorporated as an assessed component.
I came across two sets of criteria for the assessment of students’ blog writing in the links in a post by Emma Duke Williams, via Stephen Downs’ On Line Daily. Emma questions the value of grading student blogging, but recognises that when used in an educational context it is practically inevitable. Stephen is, as would be expected, rather more robust in his rejection of the assessment of blogging, “Honestly, I think that the whole idea of grading student blogging is to miss the point of blogging. You may say it’s “inevitable” that staff will want to grade blogging – well, I say, don’t cater to that, don’t make it easier, don’t give them metrics – make them do their own work, so that they are completely culpable for ruining writing for children and youth.”
Well, here are the metrics. You decide if they are useful of not:
- Making assessment personnally relevant, by Konrad Golgowski
- Grading Grid by Ryan Bretag
Both reminded me very closely of the criteria that the OCSLD team came up with for the overall assessment of participants on the Brookes Postgraduate certificate in teaching in Higher Education (PCTHE). I’ll post these shortly.
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