Reflection, like self-assessment is about developing the capacity to make judgements about one's own performance and progression, and assists learning by promoting independent thought. Reflection can help learners and groups to express their thoughts either verbally or in written form. Reflection is viewed as an approach for improving the quality and depth of student learning.

Reflection can also be used effectively as an activity in group work and in fact provides an authentic context for both peer-assessment and self-assessment within groups. This helps groups to make sense of what they have learned, and start to consider why they have learned it. This is important because it links one part of learning to the wider overall picture. The process of reflecting can help both groups and individual learners to be more self-assured and self-aware.

Reflection works very effectively in tandem with formative assessment. Once a learner has received feedback from either a teacher or a peer they can be prompted to reflect on that feedback and to consider what they can do to improve. It is this power to effect change that makes reflective practice an essential tool for lifelong learners.

Things to consider

• Reflection is likely to be new to most learners. In most cases, it increases motivation, confidence and interest in the learning area. However, this may not become apparent until some time after the process of reflection has begun.
• Communication between teachers and peer group members encourages the learner to improve the quality and depth of their reflection.
• Reflection is based on learners and groups having the potential to admit to and learn from their mistakes - they may not be ready to do that until there is an element of trust between members of the class/group.
• Reflection is effective across a range of diverse cultures and educational backgrounds.
• Reflection is a continual process which is time-consuming. It should therefore be carefully planned and included in an integrated assessment strategy.