Assessing the reflective project
How are the students assessed?
This page introduces how to assess the reflective project in its current specification. It also builds on additional resources that are pertinent to understanding Option 1 and the different modes available in Option 2, as well as dealing with specific criteria. Please note that whilst the analysis of particular excerpts may lean towards specific strengths and weaknesses, this is not a comment on the final overall quality of the project.
Building the library
We are committed here to building up our database of reflective project examples. Not just to see a wide range of career-related subject areas but also so we are not left with the impression that the reflective project should sound like one thing. The student voice is important in the reflective project throughout the process and crucial at that stage of evaluating the dilemma in a balanced way and suggesting possible solutions and ways forward for the future.
The first thing to remember when you are assessing the reflective project in its current specification is that you must mark it, stating the obvious, but this is an internally marked and externally moderated component. That means you should show just how well you know your student through supervision and have witnessed academic integrity throughout the process. You are invited to use the language of the criteria on each page and build up how you are awarding the marks.
What does it mean to 'interact with the reflective project'?
The short answer is through careful and purposeful questioning. There are two key ways for supervisors and coordinators to interact actively with the reflective project process: firstly, in discussion with the students themselves; secondly, with how they use questioning in the drafting stage. Click on Supervising and Giving Feedback to explore further ways for supervisors to interact with students throughout the process and the draft stage of the reflective project in dynamic and proactive ways. Here, the focus is on exemplars and how questioning can indicate strengths and weaknesses.
Starting to frame the questions
The key ways questioning can be used is indicate that something immediately needs addressing and/or to suggest something is being done well and that consistency is needed throughout the project. There are multiple ways to shape questions; however there are five key areas to base them on.
1. Has the research question stayed the same throughout the essay? |
A theme of essential understanding, that runs throughout every element of the reflective project advice given in this area of the site, is that whilst there are five key criteria assessed discreetly, they are all dependant on each other for success.
| Criteria | Keywords to use in questioning |
| Criterion A: Focus and Method - 6 marks | Ethical dilemma and issue Research Question Methodology |
| Criterion B: Knowledge and Understanding in Context - 9 marks | Context Local or global example Alternative perspectives |
| Criterion C: Critical Thinking - 12 marks | Research Analysis Discussion and evaluation |
| Criterion D: Communication - 3 marks | Structure Layout |
| Criterion E: Engagement and Reflection - 6 marks | Process Engagement Research focus |
Example 1 - The importance of establish the Research Question
The following excerpt is from a reflective project entitled 'To what extent is the level of military spending by the US government, ethically justified?'. Consider the following paragraphs early on in the essay and your initial impressions before framing the questions you would ask. See below for further analysis.
Further thoughts and breakdown
It is hard to move on straight away from the initial research question without passing comment on the sheer scale of research it suggests. This might be a separate discussion in itself but for the purposes of this exercise and not getting distracted, the final mark whilst sound and respectful of the level of work that had gone into this piece, it was indicative of a project that needed narrowing down in focus.
However, the point here is how the research question is referred to in the first few paragraphs. The question we are told on the first page is 'To what extent is the level of military spending by the US government, ethically justified?'; however in this section, we are told 'I am looking at whether it is ethical that the United States government spends a lot on its military compared to caring for its people'. Sweeping statements aside, there is an anomaly between the two which might foreshadow a mixed focus or some confusion throughout the project. A question such as 'Is the research question consistent throughout the essay?' should prompt the student to check immediately how they are establishing their research question before then checking it remains a consistent thread throughout the work.
What should be given kudos here is the effort the student makes to frame the ethical dimension of their essay; a clear picture of applied ethics emerges that whilst possibly not perfect because of the aforementioned issues with the question, is completely appropriate for the reflective project. In this case our student shows understanding of a range of ethical frameworks but chooses consequentialist ethics as the most judicious to the question in hand.
Paragraph Scrutiny
The exercises that follow are helpful for students and supervisors alike; they promote familiarity with the criteria and the structure of the reflective project overall. You can apply the questions to other examples in a range of different career related contexts and ethical dilemmas.
Step 1: What is the research question?
Read the following introductory paragraph to Exemplar 2 and decide what you think the research question is. Is it clear? What do the highlighted sections add to your understanding? Following this exercise are some further thoughts in the teacher notes.
Step 1: Further thoughts
This reflective project launches into the ethical dimension immediately and the ethical issue is clear from the start. It is interesting to consider now whether the question 'Is it ethical to cultivate and distribute genetically modified organisms (GM)s?' clear in this first paragraph. What might possibly make the first sentence stronger is the 'use of genetically modified organisms' and a specific context/culture. This might be a little pedantic as the essay will develop the student's understanding of the ethical ramifications of GMOs in a particular context but given the vastness of this topic, an early introduction of a specific angle might be welcome. For example the way GMOs are used in the developing world.
Step 2: The response to questioning
Read the following extract from a reflective project titled: 'Is it ethical to cultivate and distribute Genetically Modified Organism (GMOs)? Have the assessment criteria to hand. Consider:
- What is the student doing well?
- How might this student respond to the suggested questions?
See below for further thoughts and analysis on this exemplar in Teacher notes.
Teacher notes: Further thoughts and analysis
The questions posed here are framed around the following which were briefly mentioned above.
1. Has the research question stayed the same throughout the essay? However there are a few points to consider here about how they are used. This is an example of a strong essay where the supervisor is recognising where the student is doing something particularly well and the question prompts them to check the rest of their essay for the same consistency; consistency of criteria application is the key for achieving marks in the higher bands. That being said, there are also a couple of areas where the student appears to have used interesting sources without necessarily attributing them correctly. One of the questions points towards the wording of the subheading- the use of the word 'benefits' is fair enough; however, the student and supervisor might need to review that the whole project is balanced as this wording suggests a 'two-sided' approach to the argument rather than multiple perspectives. Overall the essay did present varied views but the introduction and this subheading certainly suggest a possibly slightly limited approach. It also exposes this reflective project directly to possible bias as the 'other side to the argument' might not be evaluated as thoroughly as this side. Lastly, the question of whether the student has used PEEL (or REAL or SEAL) as explored in Critical Thinking and Writing skills emphasises the need for linking; this demonstrates the synthesis of ideas and the ability to assess strengths and weaknesses of perspectives. This is a stepping stone to one of the key questions asked which is whether the student has found their own voice in this project and offered their own solutions. This is a central ingredient to achieving in the higher bands of the assessment criteria. Here, the questions highlight where the student is doing something well and they can check for consistency throughout the essay. In other essays, the question might indicate a direct need to pay attention to a specific criterion immediately. |
Putting it all into practice
Has the research question stayed the same throughout the essay?
Take a highlighter (physically or online) and mark where the research question is referred to in each paragraph. In the comment box, state how it relates to the main question. eg. 'this paragraph considers the ethical implications of the issue stated in the question' or 'this paragraph explores a perspective on the same ethical dilemma in the question'. Do not be afraid to make comments about how it does not relate to the question. eg. 'this paragraph discusses an ethical issue but it does not match the question. Use Creating a Research Question for further support here.
Is the use of sources credible and varied?
This is a great exercise to do to help out a partner you have been paired with. Take time to look up the references in their bibliography and apply the RAVEN system discussed in Research skills. Do the sources come from similar sources or perspectives?
Is there full understanding of the ethical impact of an idea or perspective?
Take a highlighter and mark whereever the essay refers to the ethical impact of the issue at hand. Read back through just these highlighted sections. Does it give the impression that the ethical impact of the issue and dilemma has been considered? Does the highlighting indicate that this has been consistently done throughout the essay? Indicate in another colour where possible ethical analysis could be included
Are there independent ideas and solutions?
Take a highlighter and mark whereever the essay gives an idea that is your/your partner's own and a possible solution. Read back through just these highlighted sections. Does it give the impression that you/your partner have weighed up different perspectives and offered independent ideas? Does the highlighting indicate that this has been consistently done throughout the essay? Are their ideas and solutions offered in detail in the conclusion? Indicate in another colour where possible own ideas could be included - this could be at points in the essay where different perspectives have been considered and there is an opportunity to state own independent thoughts. Use the advice in Critical Thinking to help you further.
Is each paragraph structured to show critical thinking?
This activity demands multiple colours in highlighting. Using the advice on structuring critical thinking in both Critical Thinking and Writing skills, highlight paragraphs for the use of PEEL, REAL or SEAL. The use of SEAL will lead to a more complex argument as it allows for assessing strengths and weaknesses too.
Take a step back from your work once you have finished (this will take a while). Does your highlighting show a balance of analysis? Does it show too much evidence (ie quote is too long) and not enough evaluation? Is there effective analysis without evidence to support? Does the essay start strongly but become generalised?