According to Machin & Richardson (2016), reflection and evaluation are two different words but have got almost the same concept. Reflection is the process through which one reflects its experience so that she can learn out of it while evaluation is the process of making judgment or assessment about a person or an experience. Therefore reflective practice is a means by which performance relating to self-awareness and behavioral change that enable development and growth.
There are several theories and models relating to reflective practice. Such as experimental learning theory that focuses on the contest and process of learning (McPherson, 2019).According to (Chung & Hwang, 2019), learning only becomes effective if people are satisfied in that the teaching makes sense to the needs, and they will automatically collaborate to learn together in the process. The theory also has been criticized since it does not account for the shared experience in the learning process. The theory also enslaves the learners who appear as an active member in the learning process. Structural reflection is one of the models for reflection, which is the analysis for guiding complex decision making (John, 2000). Mostly applied by the supervisor since learning is done through scriptures that are that structured
Australian Learning & Teaching Council (ALTC) project evaluation resource is an evaluation model that has been designed for teaching and learning (Chesterton & Cumming, 2009). The evaluation helps in clarification of the teaching to meet project scope.The scope is achieved through assessment and identification of project stakeholders in whom the evaluation to address to consider information collected, criteria in judgment making and the skills required for evaluation to be conducted( Donovan & Branford, 2005)
Contest input process and product evaluation (CIPP) is another evaluation model that deals with the introduction of learning technology that has come to be majorly used in the education sector(Stufflebeam, 2004).CIPP tries to find out the effect of technology in schools on both the students and the impact it has on the system implementation. Also, the CIPP evaluation tries to look into the impact of long-lasting technology and how they maintain it for teaching and learning.
Explain ways in which theories and models of reflection and evaluation can be applied to in reviewing the students' practice
According to Gibbs model reflective cycle analysis, description, feelings, evaluation and action plan in the model helps the learners in that their learning could be able to make sense out of their experiences and give them the ability to adopt behaviors. The models give out a precise evaluation and description of skills in situations (Barnett, 2013). The Atkins and Murphy model allow a deeper level of self-analysis through awareness such as situation description, analysis of feelings and knowledge, and our assumptions.
Feedback seeking from various sources. The feeding is to find all over to provide supportive feedback. Variety sources offer a wide range of ion information that comes out of the collected feedback about the learners. (ALTC) as an evaluation model that helps the learners in the identification of viable results selected projects since the scope of projects to be undertaken are evaluated so that the to help identify the stakeholders and the sponsors of the project.
Barnett.Guo, Z., Li, X.Y., Liu, C., Feng, X. and Shen, Y., 2013. A shale rock physics model for the analysis of brittleness index, mineralogy, and porosity in the Barnett Shale. Journal of Geophysics and Engineering, 10(2), p.025006.
Chesterton, Cumming, Bruce, C., Bell, J., Gasson, S., Geva, S., Kruger, K., Manathunga, C., Oloyede, K., O'Shea, P., Stoodley, I., Raymond, K. and Wissler, R., 2009. Towards a pedagogy of supervision in the technology disciplines. Sydney: Australian Learning and Teaching Council. Retrieved, 13(06), p.2019.
Chung, C.J., Hwang, G.J., and Lai, C.L., 2019. A review of experimental mobile learning research in 2010-2016 based on the activity theory framework. Computers & Education, 129, pp.1-13.
John, Irvin, R.A., and Stansbury, J., 2000. Citizen participation in decision making: is it worth the effort?. Public administration review, 64(1), pp.55-65.
Machin, L., Hindmarch, D., Murray, S., and Richardson, T., 2016. A complete guide to the level 5 diploma in education and training. Critical Publishing.
McPherson, C., 2019. 'It's just so much better than school': the redemptive qualities of further education and youth work for working-class young people in Edinburgh, Scotland. Journal of Youth Studies, pp.1-16.
National Research Council, Donovan, S., and Bransford, J., 2005. How students learn. National Academies Press.
Stufflebeam, D.L., 2004. The 21st-century CIPP model. Evaluation roots, pp.245-266.
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