Implementation and Feedback on the Use of Reflective Writing as a Component of a Clinical Assessment Methods
المؤلف:
Pauline Cho & Catherine Tang
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P353-C30
2025-08-03
519
Implementation and Feedback on the Use of Reflective Writing as a Component of a Clinical Assessment Methods
Before implementation of the CLC assessment with RW component, the final year students were briefed about the use of RW as an element of assessment in CLC. Students were given the opportunity to raise questions and to make suggestions about CLC assessment and to decide on the weighting of the RW component. I (PC) went through the requirements expected of them, the goals of CLC, the new assessment form, guidelines on how to do RW (Appendix 1) and assessment criteria for the RW (Appendix 2). An example of RW written by a previous year student was also presented and I went through the example with them, identifying the strengths and weaknesses, and given ideas on how it could be improved.
So, in the new CLC assessment model, apart from the normal continuous on-site assessment, the student had to do RW, and as agreed by the students, the weightings of the two components were 80%:20%, respectively. On-site assessments were conducted by different supervisors assigned to each clinical session and the RW items were marked by one member of staff only (PC).
To ensure reliability, at the end of the year, six RW of different grades (two 'A', two 'C' and two 'D' grades) were submitted to an experienced senior member of staff (whose expertise was in education) for her grading, based on the same assessment criteria. (The inter-rater reliability was 83.3%).
After using the new CLC assessment model, at the end of the academic year, a questionnaire was sent to the students to obtain feedback on the use of RW as a component of CLC assessment. Before use, the questionnaire was submitted to the same senior staff mentioned above for comments and suggestions. The final version is presented in Appendix 3.
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