Embedding Reflective Practice in a Feedback Focused Assessment Design in a Master of TESOL Program

Abstract

This study reports findings about an assessment design, with embedded reflective practices tied to feedback, and its capacity to enable conceptual change for professional learning in a Master of TESOL in Australia. The assessment design was initially developed to respond to the lack of supervised field experience. The majority of students in the course were future teachers of EFL in Asia. The study used Gunstone and Northfield’s (1994/2007) phases in conceptual change in combination with Farrell’s (2018) stages of reflection and assessment as its theoretical framing. Data gathered from past and current students included interviews, unsolicited student emails and posts, and extracts from a final assessment task. Findings suggest that the embedding of reflective practices develops reflection for professional learning beyond the course. However, the assessment tasks need to be designed with a specific set of design features for real conceptual change to occur. They need to: 1) be centrally focused on interaction; 2) recognize the need for students to gain from the diverse experiences and backgrounds of peers through collaborative, real world assessment tasks that also develop their professional English language; 3) explicitly model and make reflection a criterion for assessment; 4) permit professional and personal application of learning beyond the course through optional opportunities such as presenting at professional conferences so that collegial mentoring can continue; and 5) allow students to develop a (digital) professional portfolio in which they collate the completed assessment tasks and activities to present at interviews.