Formative feedback initiating reflective practice

The introduction of teamwork into the learning experiences of students provides an extra dimension to their learning. The context of working collaboratively in a team is very difficult and challenging for students experiencing this for the first time. When combining the new teamwork activity with the further dim ension of reflective practice, which also is a desirable graduate attribute, which develops the skill in looking at their decision making and considering the implications of these decisions on the outcomes of their projects. Through combining the acquisit ion these professional attributes in the one subject a new learning environment is introduced. The new learning environment creates the need to support students in engaging in new activities and in developing complex skills. This paper describes an ini tiative developed to support students when collaborating in team activities. It also describes an approach developed to support students in reflecting on their contribution to such activities. The teamwork initiative was introduced into the Construction Management Program at the University of Newcastle, Australia. Managers of construction projects require well developed skills in team management in the workplace, they also require the skills to reflect on the effectiveness of their practice. Students re quire a framework whereby they can consider not only their own development but also the contribution of the other participants of their team. The assessment process developed for this construction subject focuses on the student’s ability to contribute to a team whilst at the same time evaluating their personal contribution and that of their peer’s. At the conclusion of the course students are encouraged to document their achievement using a web based reflective journal. The journal provides students with a means of documenting their achievement as well as supporting their claims