Final Reflective Report
The guide has been devised to:
 Provide Work Based and Placement Learning staff with guidance in the management
and assessment of a student’s Final Reflective Report
 Provide Work Based and Placement Learning staff with breakdown of Effective
Reflective Writing and Assessment Criteria for the Final Reflective Report
1
Final Reflective Report
Reflective assessment can transform tacit knowledge into explicit, assessable learning
(Howard, 2009) and can enable students to make personal discoveries and learn from
placement experience (Bates, 2004; Howard, 2009).
It has been shown that reflection can help in the identification of gaps in learning and areas
for personal and professional development. It also heightens awareness whilst at work,
providing a structure for learning in the workplace. Similarly ‘learning through work’ is
integral to the whole reflective practice process and can provide valuable opportunities for
individual action research in the work context.
Reflective Report breakdown
The student should on completion of the report:
1. Provide an overview of the organisation and identify their key tasks and roles. They
may use a combination of text and diagrams, tables and pictures.
2. Outline the skills they applied on the Work Based & Placement Learning which were
developed in their university studies.
3. Identify specific skills they began to develop during their Work Based & Placement
Learning.
4. Identify what they have learnt from a personal perspective during their Work Based
& Placement Learning, including the possible identification of strengths and areas in
need of improvement.
5. Reflect on how they might change their learning style based on their learning
experience in industry.
6. Reflect on their overall experience and discuss how this might inform their future
university studies or the progression into their chosen career.
Placement Tutors should ensure alignment of evaluation measures with students’ practical
learning experiences and Work Based & Placement Learning contexts, and to examine their
assessment strategy and decisions pertaining to structuring reflective assessments
The Assessment of Reflective Writing
The reflective report is the culmination of the pre Work Based and Placement Learning work
and the Work Based & Placement Learning logbook and is the final reflective analysis of the
Work Based and Placement Learning as a whole. The assessment of the report should
therefore follow the same guidelines as the logbook assessment (as indicated below)
coupled to the guidelines as to the structure of the report.
The framework below is generic and can be used to clarify the assessment of reflection
within Work Based & Placement Learning and take away the subjective element of assessing
a student.
2
Some general criteria can helpfully indicate adequacy. A list might include:
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Length,
Presentation and legibility,
Number of entries or regularity of entries;
Clarity and good observation in presentation of events or issues;
Evidence of speculation;
Evidence of a willingness to revise ideas;
Honesty and self-assessment;
Thoroughness of reflection and self-awareness;
Depth and detail of reflective accounts;
Evidence of creative thinking;
Evidence of critical thinking;
Evidence of a deep approach to the subject matter of the journal
Representation of different cognitive skills (synthesis, analysis, evaluation etc.);
Relationship of the entries in the journal to any relevant coursework, theories etc.
Match of the content and outcomes of the journal work to course objectives,
Learning outcomes for the journal or purposes that the journal is intended to fulfil.
Questions that arise from the reflective processes and on which to reflect further
Descriptive writing: This is a description of events or literature reports. There is no
discussion beyond description. This writing is considered not to show evidence of reflection.
It is important to acknowledge that some parts of a reflective account will need to describe
the context but in this case; writing does not go beyond description.
Descriptive reflection: There is basically a description of events, but the account shows
some evidence of deeper consideration in relatively descriptive language. There is no real
evidence of the notion of alternative viewpoints in use.
Dialogic reflection: This writing suggests that there is a 'stepping back' from the events and
actions which leads to a different level of discourse. There is a sense of 'mulling about',
discourse with self and an exploration of the role of self in events and actions.
There is consideration of the qualities of judgements and of possible alternatives for
explaining and hypothesising. The reflection is analytical or integrative, linking factors and
perspectives.
Critical reflection: This form of reflection, in addition to dialogic reflection, shows evidence
that the learner is aware that the same actions and events may be seen in different contexts
with different explanations associated with the contexts. They are influenced by 'multiple
historical and socio-political contexts', for example. (Hatton and Smith, 1995).
3
With a framework for the process of reflective writing and taking the literature of reflection into account, it is possible to consider
development of criteria for assessment purposes. It also becomes possible to show students why just descriptive work is not
'reflective' in that it only covers a small part of the overall process.
Example of assessment indicators for reflective writing
Purpose
The
description
of an event
or issue
Additional
ideas
Reflective
thinking
The learner
demonstrates:
The learner identifies:
•Awareness and understanding
of the purpose of the journal,
using the purpose to guide
selection and description of
event / issue on which to reflect.
•An adequate focus for further
reflection;
•His or her own purpose for the
journal or journal entry.
Provides an adequate
focus for further
reflection
The introduction of (any)
additional ideas to the
description;
•The ability to work with
unstructured material
•The linking of theory and
practice;
•The viewing of an issue / event
from different points of view;
•The ability to 'step back' from a
situation;
•Metacognitive processes;
4
The addition of
Is
Present
Y/N
y
Y
•Further observations;
•Relevant other knowledge,
experience, feelings, intuitions
•Suggestions from others;- new
information;
•Formal theory;
•Other factors such as ethical,
moral, socio-political context.
y
Y
Other
processing
A product
results
•'cognitive housekeeping';
•Application of theoretical
ideas;
•Considerations of alternative
interpretations; etc.
•New ideas are tested in
practice;
•New ideas are represented, for
example, in a first draft or
graphic form etc. and there is
•Evidence of review and revision
in a later copy.
•Something that has been
learned or solved that relates to
the purpose or the problematic
nature of the description or
•There is a sense of moving on.
For example, there is
identification of a new area for
further reflection or a new
question is framed.
5
ASSESSMENT CRITERIA FOR FINAL REFLECTIVE REPORT – LEVEL 5
Assessment
Criteria
Management
and
Submission of
Relevant
Documentation
Definition of
Objectives
0 - 39 %
40 - 49 %
50 - 59 %
60 - 69%
70 - 79 %
80 -100 %
 Meets few or no
deadlines
 Little or no
contact with
academic and
industrial
supervisors
 Little or no
personal
responsibility
exercised in the
achievement of
set objectives

Meets a very
limited number
of deadlines
 Very limited
contact with
academic and
industrial
supervisors
 Competent level
of personal
responsibility
exercised in the
achievement of
set objectives
 Occasionally
meets some
deadlines
 Evidence of
some contact
with academic
and industrial
supervisors
 Basic level of
personal
responsibility
exercised in the
achievement of
set objectives
 Meets a
reasonable
number of
deadlines
 Maintenance of
a reasonable
level of contact
with academic
and industrial
supervisor
 Sound level of
personal
responsibility
exercised in the
achievement of
set objectives
 Meets the
majority of
deadlines
 Maintenance of
effective contact
with academic
and industrial
supervisor
 High level of
personal
responsibility
exercised in the
achievement of
set objectives
 Meets all
deadlines
 Maintenance of
effective,
proactive
contact with
academic and
industrial
supervisor
 Very high level
of personal
responsibility
exercised in the
achievement of
set objectives
 Little or no
ability to identify
appropriate
personal and
professional
objectives
 Insufficient
evidence of
ability to set
quantifiable and
realistic set
objectives
 Very limited
ability to identify
appropriate
personal and
professional
objectives
 Very limited
ability to set
quantifiable and
realistic
objectives
 Basic ability to
identify
appropriate
personal and
professional
objectives
 Basic ability to
set quantifiable
and realistic
objectives

 Good ability to
identify
appropriate
personal and
professional
objectives
 Good ability to
set quantifiable
and realistic
objectives
 Extensive ability
to identify
appropriate
personal and
professional
objectives
 Comprehensive
and clearly set,
quantifiable and
challenging
objectives
6

Sound ability to
identify
appropriate
personal and
professional
objectives
Sound ability to
set quantifiable
and realistic
objectives
Assessment Criteria
0 - 39 %
Development of
Objectives/
Reflection
Depth/Quality of
Experience
 Insufficient
progression
towards the
achievement of
set objectives
 Little or no
critical
reflection on
personal and
professional
development
 Unacceptable
level of
reflection in
determining
career plan
 Insufficient
ability to
maximise
opportunities
encountered
on placement
 Little or no
ability to
effectively
manage self
and maximise
business
impact
40 - 49 %
50 - 59 %
60 - 69%
 Very limited
progression
towards the
achievement of
set objectives
 Very limited
critical reflection
on personal and
professional
development
 Very limited
reflection in
determining
career plan
 Basic progression
towards the
achievement of
set objectives
 Basic evidence
of critical
reflection on
personal and
professional
development
 Basic level of
reflection in
determining
career plan
 Sound progression
towards the
achievement of
set objectives
 Sound evidence
of critical
reflection on
personal and
professional
development
 Sound reflection
in determining
career plan
 Very limited
ability to
maximise
opportunities
encountered on
placement
 Very limited
ability to
effectively
manage self
and maximise
business impact
 Basic ability to
maximise
opportunities
encountered on
placement
 Basic ability to
effectively
manage self
and maximise
business impact
 Sound ability to
maximise
opportunities
encountered on
placement
 Sound ability to
effectively
manage self
and maximise
business impact
7
70 - 79 %
 Wide
progression
towards the
achievement of
set objectives
 Good evidence
of critical
reflection on
personal and
professional
development
 Good evidence
of depth of
reflection in
determining
career plan
 Wide ability to
maximise
opportunities
encountered on
placement
 Good evidence
of the ability to
effectively
manage self
and maximise
business impact
80 -100 %
 Extensive
progression
towards the
achievement of
set objectives
 Comprehensive
evidence of
critical reflection
on personal and
professional
development
 Clear evidence
of depth of
reflection in
determining
career plan
 Extensive ability
to maximise
opportunities
encountered on
placement
 Self-starter,
clear ability to
effectively
manage self
and maximise
business impact