Chapter 6: Assessment
Reflection assessments can take the form of a journal or portfolio, a video or blog post, a discussion or a creative performance. They can be quick assessments or more immersive experiences. Regardless, the process will necessarily include several steps, as noted in the “Reflection Models” section earlier in this module.
Assessments are often context-dependent and used in tandem with content produced for a community partner. For example, a class could prepare social media posts for a community partner and the assessment could include both the text of the posts as well as individual student reflections on the creation of the posts. A children’s storybook could be created for use in a primary classroom and the students could write short reflective essays evaluating their learning through the process of creating the book.
Which of the following is an example of a reflection-based assessment? Please click on the boxes for all examples that apply; when you are finished, click on the “check” button to check your answers.
Measurement of growth and learning is key to the experiential learning process. Unlike traditional forms of assessment, reflection assessments are process-oriented. Sometimes the product can even be the process: for example, relationship-building, professional and academic growth, and perspective-taking shifts can be important parts of the learning goals of a course.
Your instructor will carefully create the assessments in line with the goals and needs of the community partner and the partnership’s purpose. Your role is to be clear on the expectations and responsibilities to the community partner, the professor, and the class.
Many of these activities will incorporate a reflective element that supplements or extends the learning. Often, community-engaged and experiential learning makes use of groups, just as you will encounter in many workplace situations.
Examples: Community-Engaged Learning Assessments
Below are some examples of assessments that you could encounter in your community-engaged learning experience. Please use the “next” [>] and “back” [<] arrows at the bottom of the slides to navigate through the examples.
Read the following paragraphs of a strong reflection. In this reflection, the student briefly describes the experience and then highlights their reactions to the experience. They follow up by making connections between class materials (such as readings) with the events of the experience – choosing one example to keep it concise and focused. The final paragraph shows the student looking forward to how they can apply their learning to future experiences and situations.
(This is a condensed assignment, and you may need to include additional information and/or answer specific prompts in your reflections, but this can give you an idea of what your instructors are looking for.)
Paragraph 1
Paragraph 2
Paragraph 3
Reflection assessments are a different kind of assignment than most others you will complete in your studies. It can take some practice to understand what they expect of you, but it’s the same as learning to write a lab report or an essay. Once you know the expectations, the language and the structure, it gets easier.
