Assessing Reflective Writing on a Pediatric Clerkship by Using a Modified Bloom’s Taxonomy

Plack, Margaret M.; Driscoll, Maryanne; Márquez, María Silvina; Cuppernull, Lynn; Maring, Joyce; Greenberg, Larrie

doi:10.1016/j.ambp.2007.04.006

Cited by 83 publications

(58 citation statements)

References 13 publications

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“…Furthermore, because reflection is personal in nature, some faculty members are reluctant to grade reflection assignments. Another obstacle for faculty is the perception that grading reflective writing is unreliable and inconsistent; however, studies show that acceptable interrater reliability coefficients can be achieved when a grading rubric is used (Plack, Dricoll, Blissett, McKenna, & Plack, 2005;Plack et al, 2007;Wong, Kember, Chung, & Yan, 1995). Having a grading rubric is invaluable when grading student reflection.…”

Section: Grading Reflectionmentioning

confidence: 99%

“…Greater discrimination can be achieved by using a standard letter grade scale. For example, grades can be assigned using Bloom's taxonomy by applying a three-level grading rubric (Plack et al, 2007). Evidence of knowledge and comprehension are demonstrated through data gathering, and reflection of this caliber is assigned a grade in the C range.…”

Section: Grading Reflectionmentioning

confidence: 99%

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Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection

Schmidt

Brown

2016

Journal of Professional Nursing

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Section: Grading Reflectionmentioning

confidence: 99%

Section: Grading Reflectionmentioning

confidence: 99%

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection

Schmidt

Brown

2016

Journal of Professional Nursing

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“…Reflective writing has been shown to promote student reflection, particularly in health professions education (Plack et al, 2005;Plack et al, 2007;Wald, Borkan, Taylor, Anthony, & Reis, 2012). In blended courses, OL journals can provide a mechanism to allow students to reflect-on-action after learning experiences.…”

Section: Journals As Mechanisms For Reflectionmentioning

confidence: 99%

“…Bloom defined six levels of thinking in the cognitive domain (from lowest to highest): knowledge, comprehension, application, analysis, synthesis, and evaluation. Plack et al (2007) refined and applied this taxonomy to assess the depth of higher order thinking in the reflective writing of medical students.…”

Section: Journals As Mechanisms For Reflectionmentioning

confidence: 99%

Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course

McDonald

Straker

Schlumpf

et al. 2014

OLJ

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This article discusses a learning partnership among faculty and students to influence reflective practice in a blended course. Faculty redesigned a traditional face-to-face (FTF) introductory physician assistant course into a blended course to promote increased reflection and higher order thinking. Early student reflective writing suggested a need for learner familiarization with levels of learning, types of reflection, and levels of reflective practice and for revision of writing prompts to encourage greater depth and breadth of reflection. This article presents results from an analysis of students' writings prior to and after the learning intervention and revision of writing prompts. Writings from Week 1 and Week 8 of the course were analyzed for level of reflective practice, depth and breadth of reflection, and depth of higher order thinking. Results indicate an increase in level, depth, and breadth of reflection post-intervention. Results also indicate an increase in occurrences in higher order thinking post-intervention. Findings suggest that purposive course design, combined with instruction on reflection and appropriate reflective prompts, can influence breadth and depth of reflection and higher order thinking in a blended course.

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“…[10,17,18] Similarly, student-reaction essays were also used as a method to guide medical students in exploring and clarifying misconceptions, values, and attitudes concerning aging and palliative care. [19] These studies and others have demonstrated the utility of using Mezirow's theory of transformational learning, [20,21] and the affective domain [22,23] to guide reflective journaling. In particular, Wong and colleagues [21] acknowledged the lack of empirical evidence related to assessment of reflective learning.…”

Section: Reflection and Student Learningmentioning

confidence: 99%

A theoretically-based coding system to guide assessment and evaluation of affective learning

Wassef

Tuomi

Finn

et al. 2015

JNEP

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Objective: The preparation of reflective practitioners is crucial with the ever changing dynamics of the healthcare environment. Reflection involves the personal collection of information with subsequent contemplation and deliberation. This reflective process serves as the basis for gaining understandings, attaching meaning and guiding future actions. A challenge for nursing faculty is to implement new and innovative methods to assess and evaluate both reflection and affective learning. The purpose of this study is two-fold; to develop a theory-based coding system to assess affective learning, and to evaluate the feasibility and applicability of this coding system in reading and responding to students' reflective clinical journals. Methods: The coding system is based on an alignment of the affective domain taxonomy and Mezirow's theory of transformative learning. A research team developed this system, and then utilizing predetermined coding guidelines, scored clinical journal entries written by graduate entry pathway students. Inter-rater reliability and qualitative data in the form of faculty anecdotal comments supported on-going revisions to the coding system. Results: In the early stages of the coding, the IRR averaged 0.5 with the last set ranging from 0.75-1.00. Team meeting and the use of the research team's anecdotal logs served to address inconsistencies in the process. Conclusions: The results of this study support the feasibility to both establish a consistent theoretical foundation to guide student assessment and evaluation of affective learning. Identification of student exemplars was also created to orient new faculty concerning the stages of reflection. The results of this study also support the course design process in terms of alignment of student learning objectives, instructional methods and evaluation plans.

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Assessing Reflective Writing on a Pediatric Clerkship by Using a Modified Bloom’s Taxonomy

Cited by 83 publications

References 13 publications

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection

Service Learning in Undergraduate Nursing Education: Strategies to Facilitate Meaningful Reflection

Learning Partnership: Students and Faculty Learning Together to Facilitate Reflection and Higher Order Thinking in a Blended Course

A theoretically-based coding system to guide assessment and evaluation of affective learning

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