Using individual and group reflection in and on assessment as a tool for effective learning

Authors

  • Brenda Mountford BSc MA(Ed) PhD,

    Corresponding author
    1. Visiting Fellow, School of Education, University of Southampton, Southampton
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  • Lynda Rogers BA MA RGN RMN PGCE RNT

    1. Nurse Lecturer/Researcher, University of Southampton School of Nursing and Midwifery, South Academic Block, Southampton General Hospital, Southampton, England
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Lynda Rogers University of Southampton School of Nursing and Midwifery, South Academic Block Southampton General Hospital, Tremona Road, Southampton SO16 6YD, England

Abstract

This paper outlines the background to the current United Kingdom educational scene for post-registration nurse education, highlighting the influence of the English National Board (ENB) framework and higher award The study reported was undertaken with the help of two student cohorts who were registered consecutively on a 6 month ENB course at diploma level Formal reflection using both individual written and group discussion was introduced focusing on the two summative course assessments This kind of formal reflection was seen as a learning strategy to influence positively students' educational outcomes and professional practice via six key factors (a) academic self-concept, (b)task awareness, (c)views of knowledge, (d)the influence of knowledge on behaviour, (e)writing as a learning activity, and (f)generating knowledge by reflecting in and on assessment with discussion The findings, reported under the six factor-headings, fully support the use of reflection in this way for these purposes

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