Abstract

This chapter highlights key academic contentions around assessing reflection in higher education. Through assimilating experiential, conceptual, and empirical evidence, key terms are defined: ‘reflection' as a conceptual and neuroscientific phenomenon within higher education; ‘reflective practices' as activities, models, and frameworks that facilitate it; and ‘reflective assessments' as content or process driven products of those practices. A literature review elucidates three voices that speak to reflection in higher education.

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