Review, Reflection and Evaluation

An example (based on Plan B)

Please see Action Planning Examples - Plan B

Based on the activities listed in Plan B in the 'Action Planning' exemplar. The following are stages and questions that might form the processes of review, reflection and evaluation of the activity outlined in Plan B.

Stage One - Review

This first stage gives the student the opportunity to gain an objective assessment of the activity, especially the end product. In this particular example the student could consult the tutor and/or fellow students who witnessed the presentation. Points explored might include :-

• The content of the presentation
• The delivery of the presentation
• The use of visual aids, audience questioning etc.
• Revisions and considerations for future presentations.

The student could carry out this review of the activity on his or her own, but the result may be too subjective. An objective review, at this stage, is likely to enhance the processes of reflection and evaluation.

Stage Two - Reflection

The second stage involves the student in reflecting upon the experience as a whole. At this stage the student might review the process rather than the end product. Questions that the student might consider include :-

• Have I achieved my objectives?
• If not, why not?
• Did I have the right resources / information, appropriate to this task?
• What other resources / information should I have used?
• Was my plan of work realistic?
• If not, what features of my planning do I need to change?
• Could I have adopted a different approach to this exercise?
• What have I learned from this experience?

The process of reflection is important in that it helps the student develop more appropriate and effective ways of working. Moreover, it develops more independent learning, and fosters a problem solving, solution orientated approach to the learning process.

Stage Three - Evaluation

The final stage involves the student relating both the outcomes and the process of the activity to the skills development process itself.

The student needs to consider how the evidence generated supports the claim of competence in the relevant skill. In addition, the student must also reflect whether the evidence supports claims of competence in other related skills. This takes the SPEED process full circle back to the 'Skills Auditing' function.

The processes of review, reflection and evaluation are inextricably linked. It will take some time before you are comfortable with these processes, and can identify clear benefits arising from them. We do, however, believe that you will find the time spent in review, reflection and evaluation as time well spent.