The model of constructive alignment can be useful when thinking about embedding reflection in course design, that is, there should be alignment between learning outcomes, reflection activities, and assessment practices (Harvey et al, 2010).

The Facilitator's toolkit also shows that reflection can be positioned as:

• A learning outcome: For example, the learning outcome could read, ‘The ability to critically reflect’. If reflection is used as a learning outcome, it should also appear as teaching strategy or assessment.

• An assessment: For example, the students could be set a summative report on their course where they are asked to reflect on what they have learned and how they will use it in the future. This way we can easily see if they have obtained our learning outcomes.

• A strategy:  Students could be asked to discuss a set of reflective prompts with peers during a lecture, perhaps about their study habits or how they tackle assignments, while also identifying places for improvements. This could lead students to become more effective in meeting the learning outcomes or completing the assessment.

Ideas for learning activities

Here is an example of a quick activity to introduce to students in the classroom.

Spend the last five minutes of a lecture asking students to identify three things from that lecture to reflect on:

1. The idea/concept that excited them most;
2. The most challenging concept to understand;
3. A question about the material or subject that they didn’t have before.

The lecturer can then encourage students to use these reflections to guide their actions, e.g., explore materials around the exciting idea, study the challenging topic in depth, or find a way to answer their question.

Another easy approach to reflection is simply asking students to think about one thing they have learned and how they can use it in their lives, which pushes students to contextualise their learning more broadly.

This activity is adapted from Tobias Thejll-Madsen's Teaching Matters' blog post: Reflection in learning design: Part of the process and potentially an outcome.

Ideas for assessment

Assessment rubrics: This webpage from the Reflection Facilitator's toolkit shows how to use rubrics to fairly assess reflective assessment, such as descriptive writing and reflective writing.

Grade-related Marking Criteria for Assessed Blogs: A blog post that provides a marking template for academic staff who wish to incorporate assessed blogs into their undergraduate or postgraduate curriculum.