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Assessing Secondary Students’ Reflective Thinking in Project Work

Educators in Singapore are encouraged to re-examine their teaching practices for improved student engagement. This has led to the exploration and creation of curriculum and assessment initiatives by schools to harness diverse learner strengths and other less tangible but important qualities such as character and values. One such initiative in a particular school builds on an existing Project Work Programme (PWP) to nurture the reflective and meta-cognitive learning abilities of students. An exploratory study was conducted to evaluate the assessment and grading procedures used in this revised PWP to measure the extent of reflective thinking in 196 Secondary One (Grade 7) students. In addition, the relationship between students’, reflective thinking and their methods of learning was investigated. These findings were compared with the data from a control group comprising 365 PWP students from two comparable secondary schools. This paper reports on the findings from this study and highlights some special challenges involved in clarifying, validating and operationalising concepts such as reflection for the purpose of formative assessment.

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