反思学习的评估外文翻译

毕业论文（设计）外文翻译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…however,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.反思学习的评估TomBourner作者英国布莱顿商业学校个人职业发展教授TomBourner关键字高等教育评定关键路径分析学习风格思考风格摘要这篇论文的目的是在评估反思学习方面进行主要问题的鉴别和寻找抓住主要问题的方法。从男孩带着评判性思维进行长期约会获得的经验教训，可以作为反思学习。解决这个问题的方法已被提供，它是以问答策略为基础的反思学习。这样做，论文探讨了自然反思学习，并提出了这样的看法：“表面学习”和“深度学习”之间的区别可以归纳到反思学习领域。它以一些关于反思学习发展的含义为结束。电子通道这个期刊的翡翠研究登记从/researchregister获得这个期刊的当前问题和全文档案网址：/0040-0912.htm获得介绍本文件的目的是确定评估反思性学习中的主要问题，并提出可能如何解决。在这样做时，纸看的性质反思性学习和评估反思学习的理由。看看我们可以借鉴的是转移到反思学习的域的批判性思维的评估文件的核心战略。第一次，但是，有必要建立高等教育（他）今日（星期五）反思学习的重要意义。十年反思性学习取得了何课程增加进入。加快步伐的识别和技术变革、经济的变化和社会变革的影响已创建毕业生成为终身学习者的需要的认识。只要他旨在培养学生的工作和生活越来越多地致力于发展终身学习的能力。终身学习可以分成计划的学习和计划外的学习。多跨寿命的学习是计划外、经验和急诊。这种学习的关键是打开经验学习（1985年债券等人）的思考。若要了解如何学习能力开发的一部分发展反思性学习的学生的能力。反思性学习已经成为越来越重要的研究生课程，通常与结合反思学习教和研究元素。根据质量保证局高等教育(QAAHE)：在研究生研究进展传统上已隐含知识特定字段中一个越来越窄，越来越多地依赖于研究的深化。哈里斯进展……然而，注意到这种区分之间教，研究和研究生研究的反思元素变得模糊和方案被越来越多地合并两个或多个这些元素(QAAHE，1998，第4页）。这是在这些护理和教育等较高专业学习与最密切相关的学科的情况尤其如此。在这些的领域的"反光医生"Schon的概念已很有影响力(1983Schon）。在这些的领域有何通常旨在发展反思的从业人员。另一支流使反思学习到何课程是何的高校教育发展单位的工作和其他机构。这项工作已在过去的十年（2001年，鹅)迅速扩大。提供课程的教学和学习的学生支持工作人员发展工作的核心要素。这些课程的宣传文献的最近一项调查建议这些课程的概念基础由两个观念：科尔布的经验学习周期；和Schon的反思医生（2000Bourner等人）。反思式学习关键作用在这两种思想。该课程被为了准备和学科的他整个发展的教师。在这样做时，他们带到学科的反思性学习的概念跨学院的每个部分。他是否是准备终身学习的学生，经验丰富的专业人员提供持续专业发展或学术界人士准备在他，教学反思性学习的作用越来越大。这份文件看评估所产生的反思式学习的知识成果的主观性质的反思性学习中存在的问题、经验教训的目的，是从他是批判性思维的长时间接触，提供了一个解决方案基于一个提问的反思式的学习方法。为什么评估反思性学习？它是重要评估反思学习能够向学生提供反馈意见，并能够证明学生已通过反思学习能力。如果要发展的反思性实践能力的一门课程的学习成果，然后评估是必要的认证取得的学习成果。如果他一项课程的目的很大一部分产生反思从业人员很难知道如果课程实现其目的，除非反思学习评估。如果反思学习没有评估它是最容易被忽视。评估已被描述为"摇狗的尾巴"。注意以下评估和行为遵循注意。大多数学生最关注什么评估。这不是评估是最有可能最被忽视的。在学院内评估赋予的合法性。学院不愿意认可，不能进行评估。最近的一个好例子的这一原则是基于工作学习何（布仁立爵士和小1996年）内的认可。认可的工作为基础的学习一直遵循的形式的工作为基础的学习；评估的发展在何工作学习的合法性取决于其认可。直到相对安全方法的评估工作为基础的学习了它仍然在边缘的何。直到反思学习的评估是安全反光学习将不会取得充分的合法性，在学院内。评估反思学习的主要障碍是什么？评估反思学习的主要障碍是思考的重大和可变的比例的学习成果是思考的主观的知识，而不是思考的客观的知识。只有做思考的人可以评估是否发生，是重要的是他们的学习。但是，安全评估的概念意味着某种形式的一种独立的标准对评价。如果有用评估世界各地标准必须是评估的显式的。在个人的学习的情况下很难看到什么外部标准可以用