Reflection of Learning - Summary Writing

Consider the following questions as they relate to your process of writing a summary.  Choose the appropriate number of questions to write from each section.  Label each question and answer as completely as possible; develop your answer by including specific details or examples.  Although this is not an activity in academic writing, still use complete sentences and do your best to follow good writing grammar and punctuation guidelines.

A.  Backward-Looking part one:   Answer any one question

How much did you know about writing a summary before we started this unit in this class? How much of what you learned is similar what you learned before?  What, if anything is different or surprised you?  

Have you done a similar kind of work in the past in school or in another setting?  If so, how was this assignment similar or different than what you did before? 

B.  Backward-Looking part two:   Answer this question honestly – you will not lose marks even if you did not follow the suggested steps of complete the mini-assignments. 

Did you follow the suggested steps and complete the mini-assignments leading up to the final summary?  Why or why not?  

C.  Backward-Looking part three:   Answer any one question

What process/steps did you go through to produce this piece? Which were helpful?  Which seemed like a waste of your time? 

What problems did you encounter while you were working on this piece? Were you able to solve them?  If so, how did you solve them?  If not, what did you do to try to solve them?

What resources did you use while working on this piece? Which ones were helpful? Which ones would you use again? Which ones were confusing or ineffective?

D.  Inward-Looking: Answer any two questions

How do you feel about this piece of work? What parts of it do you like? Why?  What parts, if any, do you dislike? Why

What is especially satisfying to you about either the process or the finished product?  What did/do you find frustrating about it?

What were your goals for meeting this piece of work? Did your goals change as you worked on it? Did you meet your goals?

What does this piece reveal about you as a learner? What did you learn about yourself as you worked on this piece?

E.   Outward-Looking: Answer any one question

If you were marking your summary assignment, what comments would you make about it?  What grade would you give it? Why?

What is one thing you particularly want people to notice when they look at your summary? If someone else were looking at it, what might they learn about who you are?

F.  Forward-Looking part one:  Answer at least two questions

What is one thing you might do differently if you did this assignment over again? What will you change in the revision of this piece?

As you look at this piece, what's one thing that you would like to try to improve upon?  Why?

F.  Forward-Looking part two:  Answer this question

What's one goal you will set for yourself for your next assignment?  How will this help you with your writing?  How will you know if you reach your goal?  In which ways might you use the skill of summarizing in the real world?

Adapted from: Smith, T. (2015). Metacognition. Research Starters: Education (Online Edition)

Reflection of Learning Marking Rubric

	Excellent	Proficient	Average	Poor
Reflections: Ability to analyze work with an analytical and reasoned approach	Ability to proficiently demonstrate reflection and deep thinking of acquired knowledge and concepts, and integrate them into solutions; critical thinking skills demonstrated in the writing	Showing satisfactory ability to relate acquired knowledge to previous experiences; demonstrating attempt to analyze the issues	Includes description of events, and a little further consideration behind the events using a relatively descriptive style of language; no evidence analyzing the issues	Only includes mere descriptions of theoretical knowledge; no reflection is demonstrated beyond the descriptions
Presentation: Articulation and organization of ideas and perspectives	Writing is well-focused; views are explained; coherent flow in developing an insightful idea demonstrated	Views are clearly stated; organized flow in writing but not deep enough to be very insightful	Views are vaguely mentioned; the writing lacked an organized flow and the ideas were hard to follow	Does not show any original thinking; chaotic in organization and presentation of ideas
Completion Required number of questions answered	All parts of required amount of questions addressed	2 or fewer questions not fully answered	More than 2 questions but fewer than 4 questions not fully answered	4 or more questions not fully answered

Source:  Chan C.(2009) Assessment: Reflective Journal, Assessment Resources@HKU, University of Hong Kong [http://ar.cetl.hku.hk]: Available: Accessed: 30 December 2015 from http://ar.cetl.hku.hk/am_rj.htm