A Faculty-Student Partnership Approach to Assessment in S-L

The aim is to undertake an investigation into the theory, practice and effectiveness of the co-creation of assessment criteria for critical and reflective journal writing. Writing critical and reflective journals can be challenging for students, especially if this type of assessment is new to them. It is asserted in this study that students’ active participation in defining the characteristics of high quality reflective journals, helps them to write more critically and avoid writing mere descriptive accounts of their service-learning.

Keywords: APRCSL, Journals, Assessment, Criteria, Partnership, Co-creation, service-learning, Sciences, University of Glasgow, Scotland, UK.

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