Exploring the use of structured reflections in assessment as learning for postgraduates

This paper will share an assessment as learning strategy that was put into practice to support postgraduate students’ active and critical engagement with course content.Synergizing elements of reflective writing and assessment as learning, the strategy was based on two basic assumptions: firstly, that reflection would generate deeper thinking about the subject matter, and secondly, that an appropriate form of assessment would engage learners in the kind of learning that should be taking place.At periodic intervals throughout a 14-week semester, a group of master’s degree students wrote rubric-based in-class reflections on pre-selected topics as part of their regular coursework. Analysis of student writing and instructor feedback showed a positive change in the nature of reflection, from descriptive to dialogic, over the task period. This suggests a deeper engagement with course content