White Paper Publication Global
Minds @ Work

 

Teachers' Assessment Literacy in Reflective Blogs 

Assessing student reflection in blogs poses significant challenges, despite its widely acknowledged role in developing global and intercultural competence. Critical reflection, as highlighted by Mezirow (1991), is essential for transforming perspectives and fostering openness. Reflective writing is central in leading intercultural competence frameworks (Byram, 1997; Deardorff, 2006; OECD, 2018) and is commonly used in higher education to help students examine their beliefs and values. However, the subjective, personal nature of reflection makes it difficult to assess. While much research has focused on student-related challenges—such as shallow reflection, unfamiliarity with reflective writing, or discomfort with emotional topics—there is limited investigation into the role of teachers and their assessment literacy in this context.

This study explores how twelve internship supervisors in Hotel Management education assess reflective blogs written by students during their intercultural internships abroad. Drawing on Pastore and Andrade’s (2019) three-dimensional model of assessment literacy—conceptual, praxeological, and socio-emotional—the study examines how teachers understand the assignment, apply assessment in practice, and navigate relational and ethical dynamics. The findings aim to provide insights into how teachers perceive the task, the challenges they face in evaluating reflective writing, and the knowledge and skills they feel are required to assess it effectively and support student learning.

Read the full article here.

By Marlene van Heel-Bradbury, Hilde Hanegreefs and Ankie Hoefnagels