Reflective writing as summative assessment in higher education: a systematic review

Ross, M. , Bohlmann, J. and Marren, A. (2024) Reflective writing as summative assessment in higher education: a systematic review. Journal of Perspectives in Applied Academic Practice, 12(1), pp. 54-67. (doi: 10.56433/jpaap.v12i1.577)

Abstract

Reflective Writing as summative assessment has gained popularity across a wide range of subjects in Higher Education. This systematic review searched three cross-disciplinary databases and analysed twenty-two primary research papers published between 2007 and 2022 to investigate (1) the reasons for setting reflective writing as summative assessment, (2) support offered to students engaging in this kind of assessment, (3) student and (4) staff experiences of reflective writing as summative assessment. Using descriptive coding methodology, the review found reflective writing to be used mainly as part of larger assessment tools in professional degree programmes to foster employability and encourage students to reflect on professional practice. Support was provided through specific frameworks, exemplars, feedback and workshops, and when used to foster the incremental development of reflective writing skills in students led to positive experiences. However, the review also highlights a number of issues relating to lacking assessment literacy among students and staff. Moreover, the personal nature of reflection and power dynamics between students and markers can lead to performative instead of genuine reflection and can call into question the validity of reflective writing as summative assessment.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Bohlmann, Dr Julia and Marren, Mrs Aneta and Ross, Dr Micky
• Authors: Ross, M., Bohlmann, J., and Marren, A.
• College/School: University Services > Student and Academic Services > Academic Services
• Journal Name: Journal of Perspectives in Applied Academic Practice
• Publisher: Edinburgh Napier University
• ISSN: 2051-9788
• Copyright Holders: Copyright © 2024 Julia Bohlmann, Micky Ross, Aneta Marren
• First Published: First published in Journal of Perspectives in Applied Academic Practice 12(1):54-67
• Publisher Policy: Reproduced under a Creative Commons license