Useful strategies to support student review and reflection

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    • Review the reflective statements written for each artifact as it was stored, elaborating on its meaning and value and why the student selected it for their presentation portfolio.
    • Work through the assessment objective/outcomes for the chosen assignment;
    • Encourage the learner to talk about what they have done/produced;
    • Look carefully, and show interest in, evidence in the learner's ePortfolio;
    • Encourage students to evaluate how they have worked/done something. Encourage students to evaluate their progress measured against their Action Plan;
    • Summarise what the learner has told you and remind them that they need to record (written/audio) their thoughts;
    • Select the artifacts that represent achievement of the standards or goals;
    • Provide the learner with feedback on what the learner has done/created and what they could do to improve.

A well-developed student reflection must answer questions such as:

  • What was the setting in which the ePortfolio was taught?
  • What were the intended learning outcomes?
  • What were the essential strengths and weaknesses?
  • What specifically might have been changed to improve the learning outcomes?
  • What were the unintended and unanticipated learning outcomes?
  • What factors negatively or positively affected the success?
  • What specifically was learned as a result of developing, planning and teaching?