Structure of the reflective assignment
Second part
In the second part of the exercise, which followed three months later, students were asked to reflect on the markers' comments and produce a written response using the following framework:
a. reflect on the actual mark awarded and compare with their prior expectations of the mark they thought they would receive;
b. compare the marker's assessment with their own assessment;
c. prioritize the three most useful comments made by the assessor and justify their priority;
d. produce an action plan that would improve the essay if it were to be attempted again;
e. produce a generic action plan of points learned from this exercise that could be applied to future assignments;
f. reflect on the usefulness of feedback as well as this type of exercise in enhancing learning.
The second part of the assignment was assessed according to the appropriate generic criteria for L3 learning in HE as defined by the SEEC Credit Level Descriptors (SEEC Credit Level Descriptors).
Credit Level Descriptors Adapted from Credit Level Descriptors for Further and Higher Education Southern England Consortium for Credit Accumulation and Transfer, January 2003.
