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Exploring and Developing Reflective Writing Rubrics in Higher Education
Abstract
This chapter highlights key academic contentions around assessing reflection in higher education. Through assimilating experiential, conceptual, and empirical evidence, key terms are defined: ‘reflection' as a conceptual and neuroscientific phenomenon within higher education; ‘reflective practices' as activities, models, and frameworks that facilitate it; and ‘reflective assessments' as content or process driven products of those practices. A literature review elucidates three voices that speak to reflection in higher education.
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