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Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module.

Minott, Mark

Authors



Abstract

This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n=27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott (2021). It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is, however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical, and uncomplicated data collection tool i.e., using three reflective questions.

Citation

Minott, M. (2023). Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module. Reflective practice, 24(6), 721-735. https://doi.org/10.1080/14623943.2023.2246909

Journal Article Type Article
Acceptance Date Aug 7, 2023
Online Publication Date Aug 17, 2023
Publication Date 2023
Deposit Date May 27, 2023
Publicly Available Date Aug 18, 2023
Journal Reflective practice
Print ISSN 1462-3943
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 24
Issue 6
Pages 721-735
DOI https://doi.org/10.1080/14623943.2023.2246909
Keywords Assess; Learning outcomes; Reflection; Students; University; Higher education
Public URL https://hull-repository.worktribe.com/output/4163218

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Publisher Licence URL
https://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License
(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium,
provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article
has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.





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