Journal of Academic Development and Education JADE Issue 10

48 | JADE ARTICLE #3 | 49 CAROLE WATKINS & VALERIE BALL reflective writing within the BSc (Hons) physiotherapy programme at Keele University. This research suggests that peer review can be a successful approach to providing formative feedback within reflective writing, but that a number of pedagogic strategies need to be in place to ensure that the learning process is meaningful to students and achieves the aim of enabling students to recognise the strengths/weaknesses in their reflective writing and understand how to develop their work. The process may be developed by providing a mid-range exemplar given that students were able to identify poor and very good writing but felt less able to identify mid-range (satisfactory pass) requirements. Consideration will also be given to providing these exemplars in advance of the session so that students can gain initial impressions which can then be discussed in the session. Clarification about use of peer review at the outset may enable students to understand more explicitly why peer review and not tutor review is being used as the formative assessment process. Finally, given the need for students to be able to close the gap between actual and desired performance, the intention is to revisit the actions identified and check students’ ability to follow through on these actions and amend their work appropriately to meet the needs of the assessment. References Boud, D. (1986) Implementing student self-assessment. Sydney: Higher Education Research and Development Society of Australia. Cited in: Nicol, D.J., MacFarlane-Dick, D. (2006) Formative assessment and self regulated learning a model and seven principles of good feedback practice. Higher Education. 31 (2) 199-218. Chartered Society of Physiotherapy (2015) ePortfolio. http://www.csp.org.uk/ professional-union/careers-development/cpd/csp-eportfolio Online accessed 09.03.17. Constantinou, M. and Kuys, S.S. (2013) Physiotherapy students find guided journals useful to develop reflective thinking and practice during their first clinical placement: a qualitative study. Physiotherapy. 99 (1) 49–55. Cross, V. (1993) Introducing physiotherapy students to the idea of ‘reflective practice’. Medical Teacher. 15 (4) 293-307. Eldridge, J.D., Bear, D.G., Wayne, S.J. and Perea, P.P. (2013) Student peer assessment in evidence based medicine (EBM) searching skills training: an experiment. Journal of the Medical Library association. 101 (4) 244-251. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford. Heath, H. (1998) Reflection and patterns of knowing in nursing. Journal of Advanced Nursing. 27 (5) 1054-9. Health and Care Professions Council (2017) Continuing professional development. http://www.hcpc-uk.org/assets/documents/10001314CPD_ and_your_registration.pdf Online accessed 24.3.18. AN EVALUATION OF THE USE OF PEER REVIEW AS A FORMATIVE FEEDBACK PROCESS IN REFLECTIVE WRITING WITHIN PHYSIOTHERAPY EDUCATION Hounsell, D. (2004) Reinventing feedback for the contemporary Scottish University. Paper presented at Quality Enhancement Conference on Assessment. University of Glasgow. Cited in: Nicol, DJ, MacFarlane-Dick, D. (2006) Formative assessment and self regulated learning a model and seven principles of good feedback practice. Higher Education. 31 (2) 199-218. Kennison, M. (2012) Developing reflective writing as effective pedagogy, Nursing Education Perspectives. 33 (5) 306-311. Miller, C.M.L. and Parlett, M.R. (1974) Up to the mark: a study of the examinations game. London: Monograph. Cited in: Race, P. (2005). Making learning happen. Chapter 4: Assessment driving learning. London: Sage. Nicol, D.J. and MacFarlane-Dick, D. (2006) Formative assessment and self regulated learning a model and seven principles of good feedback practice. Higher Education. 31 (2) 199-218. Orsmond, P., Merry, S. and Reiling, K. (2002). The use of formative feedback when using student derived marking criteria in peer and self-assessment. Assessment and Evaluation in Higher Education. 27 (4) 309-323. Patton, C. (2012) ‘Some kind of evil experiment’:student perceptions of peer assessment. Assessment and Evaluation in Higher Education 37 (6) 719-731. Race, P. (2005a) Extracts from Making learning happen. Chapter 4: Assessment driving learning. London: Sage. Race, P. (2005b) Extracts from Making learning happen. Chapter 5: Learning through feedback. London: Sage. Roche, A. and Coote, S. (2008) Focus group study of student physiotherapists' perceptions of reflection. Medical Education. 42, (11) 1064-1070. Rourke, A.J. (2012) Assessment ‘as’ learning: the role that peer and self- review can play towards enhancing student learning. International Journal of Technology, Knowledge and Society. 8 (3) 11-22. Rushton, A. (2005) Formative assessment: a key to deep learning. Medical Teacher. 27 (6) 509-531. Shepherd, R. (2010) If these walls could talk: Reflective practice in addiction studies among undergraduates in New Zealand. International Journal Of Mental Health And Addiction. 8 (4) 583-594. Welsh, M. (2012) Student perceptions of using pebblepad e-portfolio system to support self and peer-based formative assessment. Technology, Pedagogy and Education. 21 (1) 57-83. Willey, K. and Gardner, A. (2010) Investigating the capacity of self and peer assessment activities to engage students and promote learning. European Journal of Engineering Education. 35 (4) 429-443. Wingate, U. (2010) The impact of formative feedback on the development of academic writing. Assessment & Evaluation in Higher Education. 35 (5) 519-553. Wong-Wylie, G. (2007) Barriers and Facilitators of Reflective Practice in Counsellor Education: Critical Incidents from Doctoral Graduates. Canadian Journal of Counselling. 41 (2) 59-76.

Journal of Academic Development and Education JADE Issue 10 | Page 48