Multiple approaches to reflection as a key component of assessment

This case study focuses on the learning outcomes of two separate modules within the programme: Supervised Work-Based Practice (SWBP) and Microteaching. Using ‘constructive alignment’ (Biggs, 1996), the assessors are interested in the students not only having an understanding of the skills and knowledge required as a teacher/trainer but also the ‘higher order elements’ leading to a deep understanding of themselves and the environment they are working in. The emphasis on ‘reflection’ is crucial to the assessment as the School aims to produce students who are not only knowledgeable but competent.