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