An exploratory study on assessing reflective writing from teachers’ perspectives

Cecilia K. Y. CHAN, Hannah Y. H. WONG, Jiahui Jess LUO

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12 Citations (Scopus)


With society increasingly valuing soft skills and competencies, reflective practices are more commonly adopted in higher education, particularly for experiential learning. As reflective writing is becoming a part of official assessments in many courses, an overarching question arises as to how teachers are currently assessing reflections. This study explores teachers’ perspectives on the assessment of written reflections by interviewing six university teachers in Hong Kong, who respectively assessed written reflections by 135 students. Teachers’ understandings of reflective writing, teachers’ understandings of assessing reflections, as well as teacher training are discussed in this exploratory study. The findings provide insight into how reflection is currently understood among teachers, also offering suggestions for reflective practices in higher education.

Original languageEnglish
Pages (from-to)706-720
JournalHigher Education Research & Development
Issue number4
Early online dateJun 2020
Publication statusPublished - 2021


Chan, C. K. Y., Wong, H. Y. H., & Luo, J. (2021). An exploratory study on assessing reflective writing from teachers’ perspectives. Higher Education Research & Development, 40(4), 706-720.


  • Reflection
  • Reflective writing
  • Assessment
  • Experiential learning
  • Teacher perception


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