An experimental test: Using rubrics for reflective writing to develop reflection

Wing Tung Michelle CHENG, Cecilia K.Y. CHAN

Research output: Contribution to journalArticlespeer-review

33 Citations (Scopus)

Abstract

The purpose of this study was to examine the effectiveness of utilising rubrics in reflective writing by investigating the effect on students’ work and the perceptions of the students and instructors. A hundred and thirty-four undergraduates attended a one-hour reflective writing workshop. All undergraduates were randomly assigned to three groups ran by three instructors: an experimental group in which rubrics were distributed with detailed explanation, another experimental group in which rubrics were distributed without any explanation (a stimulation of self-learning environment in university), and a control group that received no intervention. Measurements of the reflection levels in students’ writing were made by three instructors, who independently marked all the reflective writings based on the same rubric given to the undergraduates. Results revealed that experimental groups acquired significantly higher levels of reflection in students’ reflective writings than the control group. However, no significant differences were found between the two experimental groups. Copyright © 2019 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)176-182
JournalStudies in Educational Evaluation
Volume61
Early online dateApr 2019
DOIs
Publication statusPublished - Jun 2019

Citation

Cheng, M. W. T., & Chan, C. K. Y. (2019). An experimental test: Using rubrics for reflective writing to develop reflection. Studies in Educational Evaluation, 61, 176-182. https://doi.org/10.1016/j.stueduc.2019.04.001

Keywords

  • Reflection
  • Scoring rubrics
  • Reflective writing
  • Experimental groups
  • Higher education
  • Undergraduate students

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