反思學(xué)習(xí)的評估外文翻譯

畢業(yè)論文（設(shè)計）外文翻譯AssessingreflectivelearningTomBournerTheauthorTombournerisProfessorofPersonalandProfessionalDevelopmentinBrightonBusinessSchool,UniversityofBrighton,Brighton,UK.KeywordsHighereducation,Assessment,Criticalpathanalysis,Learningstyles,ThinkingstylesAbstractThepurposeofthispaperistoidentitythemainproblemsinassessingreflectivelearningandtoseekwaysoftacklingthem。LessonsaresoughtfromHE'slongengagementwithcriticalthinkingthatcanbetransferredtoreflectivelearning.Asolutiontotheproblemisofferedthatisbasedonaquestioningapproachtoreflectivelearning.Insodoing,thepaperexploresthenatureofreflectivelearningandadvancestheideathatthedistinctionbetween"surface"and"deep"learningcanbegeneralisedtothedomainofreflectivelearning.Itconcludeswithsomeimplicationsfordevelopmentofreflectivelearning.ElectronicaccessTheEmeraldResearchRegisterforthisjournalisavailableat/resrarchregisterThecurrentissueandfulltextarchiveofthisjournalisavailableat/0040-0912.htmIntroductionThepurposeofthispaperistoidentifythemainproblemsinassessingreflectivelearningandtoproposehowtheymightberesolved.Insodoing,thepaperlooksatthenatureofreflectivelearningandthereasonsforassessingreflectivelearning.Thecorestrategyofthepaperistolookatwhatwecanlearnfromtheassessmentofcriticalthinkingthatistransferabletothedomainofreflectivelearning.First,however,itisnecessarytoestablishthesignificanceofreflectivelearninginhighereducation(HE)today.Overthelastdecade,reflectivelearninghasmadeincreasinginroadsintotheHEcurriculum.Recognitionoftheacceleratingpaceandimpactoftechnologicalchange,economicchangeandsocialchangehascreatedawarenessoftheneedforgraduatestobelifelonglearners.InsofarasHEseekstopreparestudentsforworkandforlifeitincreasinglyseekstodeveloptheircapacityforlifelonglearning.Lifelonglearningcanbepartitionedintoplannedlearningandunplannedlearning.Muchlearningacrossthelifespanisunplanned,experientialandemergent.Thekeytothissortoflearningisreflection,whichturnsexperienceintolearning(Boudetal.,1985).Developingstudents’capacityforreflectivelearningispartofdevelopingtheircapacitytolearnhowtolearn.Reflectivelearninghasbecomeincreasinglyimportantinpostgraduateprogrammes,wherereflectivelearningisoftencombinedwithtaughtandresearchelements.AccordingtotheQualityAssuranceAgencyforHigherEducation(QAAHE):Progressionwithinpostgraduatestudyhastraditionallyimpliedanincreasinglynarrow,andincreasinglyresearch-dependentdeepeningofknowledgeinaspecificfield.TheHarrisReview…h(huán)owever,notedthatthedistinctionbetweentaught,researchandreflectiveelementsofpostgraduatestudyhadbecomeblurredandthatprogrammeswereincreasinglycombiningtwoormoreoftheseelements(QAAHE,1998,p.4).Thisisparticularlytrueinthoseacademicdisciplinesmostcloselyrelatedtohigherprofessionallearningsuchasnursingandeducation.Inthoseareas,Schon’snotionofthe“reflectivepractitioner”hasbeenveryinfluential(Schon,1983).Inthoseareas,aHEnormallyseekstodevelopreflectivepractitioners.AnothertributarybringingreflectivelearningintotheHEcurriculumistheworkofeducationaldevelopmentunitsinuniversitiesandotherinstitutionsofHE.Thisworkhasexpandedrapidlyoverthelastdecade(Gosling,2001).Acoreelementoftheworkistheprovisionofcoursesforstaffdevelopmentinteachingandsupportingstudentlearning.Arecentsurveyofthepromotionalliteratureonthesecoursessuggestedthattheconceptualunderpinningsofthesecoursesweredominatedbytwoideas:Kolb’sexperientiallearningcycle;andSchon’sreflectivepractitioner(Bourneretal.,2000).Reflectivelearningplaysakeyroleinbothideas.ThecoursesareintendedtoprepareanddevelopteachersfromacrossthespectrumofthesubjectdisciplinesofHE.Insodoing,theybringtheconceptofreflectivelearningintoacademicsubjectsacrosseverypartoftheacademy.WhetherHEispreparingstudentsforlifelonglearning,deliveringCPDtoexperiencedpractitionersorpreparingacademicsforteachinginHE,theroleofreflectivelearningisincreasing.Thispaperlooksatproblemsinassessingreflectivelearningarisingfromthesubjectivenatureoftheknowledgeoutcomesofreflectivelearning,seekslessonsfromHE’slongengagementwithcriticalthinkingandoffersasolutionbasedonaquestioningapproachtoreflectivelearning.Whyassessreflectivelearning?Itisimportanttoassessreflectivelearningtobeabletoprovidefeedbacktostudentsandtobeabletocertifythatstudentshavedevelopedthecapacitytolearnthroughreflection.Ifalearningoutcomeofacourseistodevelopthecapacityforreflectivepracticethenassessmentisnecessaryforcertificationthatthelearningoutcomeshavebeenachieved.IfasignificantpartofthepurposeofacourseofHEistoproducereflectivepractitioners,thenitisdifficulttoknowifthecourseisachievingitspurposeunlessreflectivelearningisassessed.Ifreflectivelearningisnotassesseditismostlikelytobeneglected.Assessmenthasbeendescribedas“thetailthatwagsthedog”.Attentionfollowsassessmentandbehaviourfollowsattention.Moststudentspaymostattentiontowhatisassessed.Thatwhichisnotassessedismostlikelytobemostneglected.Withintheacademyassessmentconferslegitimacy.Theacademyisreluctanttoaccreditthatwhichcannotbeassessed.Agoodrecentexampleofthisprincipleistheaccreditationofwork-basedlearningwithinHE(BrennanandLittle,1996).Theaccreditationofwork-basedlearninghasfollowedthedevelopmentofformsofassessmentofwork-basedlearning;thelegitimacyofwork-basedlearninginHEdependedonitsaccreditation.Untilrelativelysecuremethodsofassessmentforwork-basedlearningweredevelopeditremainedonthemarginsofHE.Reflectivelearningwillnotachievefulllegitimacywithintheacademyuntiltheassessmentofreflectivelearningissecure.Whatarethemainobstaclestoassessingreflectivelearning?Themainimpedimenttoassessingreflectivelearningisthatasignificantandvariableproportionofthelearningoutcomesofreflectionissubjectiveknowledgeratherthanobjectiveknowledge.Onlythepersondoingthereflectioncanassesswhetherlearninghasoccurredthatissignificanttothem.However,thenotionofsecureassessmentimpliessomeformofevaluationagainstanindependentstandard.Iftherestoftheworldistofindtheassessmentuseful,thestandardofassessmentmustbeexplicit.Inthecaseofpersonallearning,itisdifficulttoseewhatexternalstandardcanbeusedformeasuringtheworthofthelearning.Thereisanotherrelatedobstaclethatimpedesassessmentofreflectivelearning.Assessmentnormallyinvolvesajudgementoftheextenttowhichplannedlearningoutcomeshavebeenachievedbystudents.Reflectionistheprocessofturningexperienceintolearningandthatlearningisemergentratherthanplanned.Itisdifficulttospecify,apriori,plannedlearningoutcomesforaprocessthatyieldsemergentlearningoutcomes.Intheabsenceofplannedlearningoutcomesthereisnothingagainstwhichtoassessthelearning.Facedwiththesetwosubstantialobstaclestotheassessmentofreflectivelearningthestrategyofthispaperistolookforawayforwardbytransferringideasfromtheareawhichhasbeenwellthought-throughinHE,thedomainofcriticalthinking.Whatcanwelearnfromcriticalthinking?In1991,SirDouglasHague,whowaschairoftheEconomicandSocialResearchCouncilformuchofthe1980s,wrotethatcriticalthinking,theabilitytojudgeideasandevidence,istheprimaryaimofHE:Academicsmustbelievethatacquiringtheabilitytotestideasandevidenceistheprimarybenefitofauniversityeducation(Hague,1991,p.64).Thisstatementisprobablyanaccuratereflectionoftheviewofmostuniversityacademicsduringmostofthetwentiethcentury.Certainlythemajoritywouldhaveagreedwiththepropositionthatahallmarkofauniversitygraduateisthattheyhavewell-honedcriticalfaculties.Animplicationisthatwehaveagreatdealofexperienceindetectingthepresenceorabsenceofcriticalthinkinginassessingtheworkofstudents.Howdowerecognisethepresenceofcriticalthinkingwhenweareassessingstudents’work?Whatistheevidenceofcriticalthinkingthatwelookforinassessingtheworkofstudents?Traditionally,wehavelookedforevidencethatthestudenthasaskedsearchingquestionsofthematerialwithwhichtheyhaveengagedandoftheirownideas.Whatsortofsearchingquestionsdoescriticalthinkingimply?TableIcontainsadozenquestionsthatwemightrecogniseasthetoolsofthecriticalthinkerintheprocessofinterrogatingideas,evidenceandassertions.Whenweassessstudentworkandwespotevidenceoftheuseofthesesortsofquestionswecanreasonablyconcludethatthestudenthasdevelopedthecapacityforcriticalthinking.Therestofthispaperaddressesthequestion:canwetransferthisapproachfromtheassessmentofcriticalthinkingtotheassessmentofreflectivelearning?Inotherwords,wearelookingforcorrespondencebetweenthegenericprocessesofcriticalthinkingandreflectivelearning.Thefirststepistonoticethedifferenceinterminologybetween“criticalthinking”and“reflectivelearning”.Werarelyspeakof“criticallearning”or“reflectivethinking”.Noticingthisdifferentuseoflanguageallowsustomaketheadjustmentinourpursuitofparallels;fromnowonwewillbelookingforsimilaritiesbetween“criticalthinking”and“reflectivethinking”.Replacingtheterm“reflectivelearning”by“reflectivethinking”isalsoimportant,becauseitseparatesouttheprocessofreflection(i.e.reflectivethinking)fromthecontentofthatthinkinganditisthesubjectivenatureofthecontentthatisamajorbarriertotheassessmentofreflectivelearning.Whenapersoninterrogatessomepastexperiencebyaskingsearchingquestionsofthatexperiencetheyarethinkingaboutitreflectively.Simplyreviewingwhathappeneddoesnotconstitutereflectivethinking;itisaspossibletoreviewanexperienceunreflectivelyasitistoreadabookuncritically.Justastheprocessofcriticalthinkingimpliesaskingsearchingquestions,sotheprocessofreflectivethinkingimpliesaskingsearchingquestions.Whatdistinguishesreflectivethinkingaboutanexperiencefromunreflectivethinkingistheprocessofinterrogatingtheexperiencingwithsearchingquestions.Whatsortofsearchingquestionsdoreflectivethinkersusetointerrogatetheirexperience?TableIcomprisedasetofquestionsofthekindthatcharacterisecriticalthinking;TableIIcontainsasetofquestionsofthekindthatcharacterisereflectivethinking.Whenweassessstudentworkandwespotevidenceoftheuseofthesesortsofquestionswecanreasonablyconcludethatthestudenthasdevelopedthecapacityforreflectivethinking.Inotherwords,thesolutiontotheproblemofassessingreflectivelearningproposedinthispaperistobaseitonevidenceofthecapacitytointerrogateexperiencewithsearchingquestions.Asisthecasewhenweassessthecapacityforcriticalthinking,sometimesthosequestionswillbeexplicitandsometimestheywillbeimplicitinthestudents’work.Howdoesthissolutiondealwiththeobstaclestotheassessmentofreflectivelearning:thesubjectivenatureofreflectivelearningandtheabsenceofpriorlearningoutcomesagainstwhichtoassessreflectivelearningwhichisemergentratherthanplanned.Althoughthecontentofreflectivelearningmaybesubjective,theprocessofreflectivelearningisnot.Thisisbecause:thecoreofthereflectivelearningprocessisinterrogatingexperiencewithsearchingquestions;andwecanidentifysearchingquestionsindependentlyofthecontentofthereflection.Reflectivelearningisnotwhathappenstoastudent,itiswhatthestudentdoeswithwhathashappened.Whenweassessreflectionitisimportantthatwedonotassessthecontentofanexperiencebutratherthatweassesswhatthestudenthasdonewiththecontent.Thereisaparallelherewithprojectwork.Studentsareoftenallowedtoselectthetopiccontentoftheirownprojectsand,despitethis,westillfeelconfidentinmarkingtheirprojectreports.Thisisbecauseweareassessingtheprocessesemployedinundertakingtheprojectasevidencedinprojectreportsratherthentheprojectcontentperse.Intermsoftheeducationofstudents,wearemoreconcernedwithhowtheydiditthanthecontentoftheprojectoutcomes.Likewisewithreflectivelearning,wearelessconcernedwiththecontentofexperiencethanhowthestudentsprocessit.Weshouldbemostconcernedwithwhethertheytaketheexperienceatfacevalueorasksearchingquestionsofit.Thecontentofastudent’sexperiencemaybesubjective,buttheprocessofreflectivethinkingisnot.反思學(xué)習(xí)的評估TomBourner作者英國布萊頓商業(yè)學(xué)校個人職業(yè)發(fā)展教授TomBourner關(guān)鍵字高等教育評定關(guān)鍵路徑分析學(xué)習(xí)風(fēng)格思考風(fēng)格摘要這篇論文的目的是在評估反思學(xué)習(xí)方面進(jìn)行主要問題的鑒別和尋找抓住主要問題的方法。從男孩帶著評判性思維進(jìn)行長期約會獲得的經(jīng)驗教訓(xùn)，可以作為反思學(xué)習(xí)。解決這個問題的方法已被提供，它是以問答策略為基礎(chǔ)的反思學(xué)習(xí)。這樣做，論文探討了自然反思學(xué)習(xí)，并提出了這樣的看法：“表面學(xué)習(xí)”和“深度學(xué)習(xí)”之間的區(qū)別可以歸納到反思學(xué)習(xí)領(lǐng)域。它以一些關(guān)于反思學(xué)習(xí)發(fā)展的含義為結(jié)束。電子通道這個期刊的翡翠研究登記從/researchregister獲得這個期刊的當(dāng)前問題和全文檔案網(wǎng)址：/0040-0912.htm獲得介紹本文件的目的是確定評估反思性學(xué)習(xí)中的主要問題，并提出可能如何解決。在這樣做時，紙看的性質(zhì)反思性學(xué)習(xí)和評估反思學(xué)習(xí)的理由?？纯次覀兛梢越梃b的是轉(zhuǎn)移到反思學(xué)習(xí)的域的批判性思維的評估文件的核心戰(zhàn)略。第一次，但是，有必要建立高等教育（他）今日（星期五）反思學(xué)習(xí)的重要意義。十年反思性學(xué)習(xí)取得了何課程增加進(jìn)入。加快步伐的識別和技術(shù)變革、經(jīng)濟的變化和社會變革的影響已創(chuàng)建畢業(yè)生成為終身學(xué)習(xí)者的需要的認(rèn)識。只要他旨在培養(yǎng)學(xué)生的工作和生活越來越多地致力于發(fā)展終身學(xué)習(xí)的能力。終身學(xué)習(xí)可以分成計劃的學(xué)習(xí)和計劃外的學(xué)習(xí)。多跨壽命的學(xué)習(xí)是計劃外、經(jīng)驗和急診。這種學(xué)習(xí)的關(guān)鍵是打開經(jīng)驗學(xué)習(xí)（1985年債券等人）的思考。若要了解如何學(xué)習(xí)能力開發(fā)的一部分發(fā)展反思性學(xué)習(xí)的學(xué)生的能力。反思性學(xué)習(xí)已經(jīng)成為越來越重要的研究生課程，通常與結(jié)合反思學(xué)習(xí)教和研究元素。根據(jù)質(zhì)量保證局高等教育(QAAHE)：在研究生研究進(jìn)展傳統(tǒng)上已隱含知識特定字段中一個越來越窄，越來越多地依賴于研究的深化。哈里斯進(jìn)展……然而，注意到這種區(qū)分之間教，研究和研究生研究的反思元素變得模糊和方案被越來越多地合并兩個或多個這些元素(QAAHE，1998，第4頁）。這是在這些護(hù)理和教育等較高專業(yè)學(xué)習(xí)與最密切相關(guān)的學(xué)科的情況尤其如此。在這些的領(lǐng)域的"反光醫(yī)生"Schon的概念已很有影響力(1983Schon）。在這些的領(lǐng)域有何通常旨在發(fā)展反思的從業(yè)人員。另一支流使反思學(xué)習(xí)到何課程是何的高校教育發(fā)展單位的工作和其他機構(gòu)。這項工作已在過去的十年（2001年，鵝)迅速擴大。提供課程的教學(xué)和學(xué)習(xí)的學(xué)生支持工作人員發(fā)展工作的核心要素。這些課程的宣傳文獻(xiàn)的最近一項調(diào)查建議這些課程的概念基礎(chǔ)由兩個觀念：科爾布的經(jīng)驗學(xué)習(xí)周期；和Schon的反思醫(yī)生（2000Bourner等人）。反思式學(xué)習(xí)關(guān)鍵作用在這兩種思想。該課程被為了準(zhǔn)備和學(xué)科的他整個發(fā)展的教師。在這樣做時，他們帶到學(xué)科的反思性學(xué)習(xí)的概念跨學(xué)院的每個部分。他是否是準(zhǔn)備終身學(xué)習(xí)的學(xué)生，經(jīng)驗豐富的專業(yè)人員提供持續(xù)專業(yè)發(fā)展或?qū)W術(shù)界人士準(zhǔn)備在他，教學(xué)反思性學(xué)習(xí)的作用越來越大。這份文件看評估所產(chǎn)生的反思式學(xué)習(xí)的知識成果的主觀性質(zhì)的反思性學(xué)習(xí)中存在的問題、經(jīng)驗教訓(xùn)的目的，是從他是批判性思維的長時間接觸，提供了一個解決方案基于一個提問的反思式的學(xué)習(xí)方法。為什么評估反思性學(xué)習(xí)？它是重要評估反思學(xué)習(xí)能夠向?qū)W生提供反饋意見，并能夠證明學(xué)生已通過反思學(xué)習(xí)能力。如果要發(fā)展的反思性實踐能力的一門課程的學(xué)習(xí)成果，然后評估是必要的認(rèn)證取得的學(xué)習(xí)成果。如果他一項課程的目的很大一部分產(chǎn)生反思從業(yè)人員很難知道如果課程實現(xiàn)其目的，除非反思學(xué)習(xí)評估。如果反思學(xué)習(xí)沒有評估它是最容易被忽視。評估已被描述為"搖狗的尾巴"。注意以下評估和行為遵循注意。大多數(shù)學(xué)生最關(guān)注什么評估。這不是評估是最有可能最被忽視的。在學(xué)院內(nèi)評估賦予的合法性。學(xué)院不愿意認(rèn)可，不能進(jìn)行評估。最近的一個好例子的這一原則是基于工作學(xué)習(xí)何（布仁立爵士和小1996年）內(nèi)的認(rèn)可。認(rèn)可的工作為基礎(chǔ)的學(xué)習(xí)一直遵循的形式的工作為基礎(chǔ)的學(xué)習(xí)；評估的發(fā)展在何工作學(xué)習(xí)的合法性取決于其認(rèn)可。直到相對安全方法的評估工作為基礎(chǔ)的學(xué)習(xí)了它仍然在邊緣的何。直到反思學(xué)習(xí)的評估是安全反光學(xué)習(xí)將不會取得充分的合法性，在學(xué)院內(nèi)。評估反思學(xué)習(xí)的主要障礙是什么？評估反思學(xué)習(xí)的主要障礙是思考的重大和可變的比例的學(xué)習(xí)成果是思考的主觀的知識，而不是思考的客觀的知識。只有做思考的人可以評估是否發(fā)生，是重要的是他們的學(xué)習(xí)。但是，安全評估的概念意味著某種形式的一種獨立的標(biāo)準(zhǔn)對評價。如果有用評估世界各地標(biāo)準(zhǔn)必須是評估的顯式的。在個人的學(xué)習(xí)的情況下很難看到什么外部標(biāo)準(zhǔn)可以用