A reflective report is a formative assessment method which can be applied for assessing the student’s understanding of the importance of addressing values in design. The students’ acquired knowledge is assessed by asking them to write about how values are manifested in products, systems and services, and where these values come from.
A reflective report is a formative method for assessing the knowledge the students have acquired through the teaching activity. A reflective report takes into account the context in which events occur, questions assumptions, considers alternatives, thinks about consequences of decisions/actions on others, and engages in reflective skepticism Hatton and Smith (1995).This activity allows the students to demonstrate their acquired knowledge by identifying and describing the values that their designs (or others’ designs) could manifest, and critically reflecting on where these values come from.
This assessment activity allows the teacher to see whether the expected learning outcomes of the teaching activity have been achieved. The reflective report also allows the teacher to assess the students' acquired vocabulary and knowledge in relation to values in design, for example, ethics, value systems or products, systems or services.
After the teaching activity, ask the students to write a reflective report demonstrating their acquired knowledge about the teaching activity. The report should target the specified assessment criteria.
Next, address how you will apply this knowledge to future design activities in your upcoming professional and academic life. Address the following questions:
The following steps are optional:
Share the reflective report with the other students.
Read the other students’ reflective reports to deepen and broaden your own knowledge and report (and revise your report if necessary).
In this assessment activity, it is important to focus on the students’ abilities to explain and address their reflections on the knowledge acquisition about values in design. When doing a formative assessment, the focus is on whether the students are able to explain and elaborate on their acquired knowledge in relation to the intended learning outcomes and relevant assessment criteria. Formative assessment provides the teacher with information on the students’ abilities to elaborate and reflect upon new knowledge that they have acquired through the teaching activity and how they will make use of it in future learning situations.
When reviewing the students’ reflective report, it might be helpful to pay attention to the following optional proposals for focus points depending on the content of the related teaching activity:
For further professional development consider:
Hatton, Neville, & Smith, David (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11 (1), 33-49.