Gibbs Reflection Model - Essay Example

Introduction  Reflection is an introspective study not only about ourselves but also about the decisions and actions we pursue. Reflection is crucially important in various areas of study or in the workplace to help us to reflect on our thoughts and actions which would in turn facilitate improvement through assessment (Jasper, 2003, pp. 36). Reflection can be defined in many different ways – For example, Boud et al. (1985) aptly defines reflection as ‘an important human activity in which people recapture their experience, think about it, mull it over and evaluate’ (pp. 77). In the context of learning, reflection is viewed as a term in which people can assess their experiences. In the opinion of Margaret (2005), it is suggested that reflection allows the interconnections between observations, previous experiences, and judgment to come to the fore in clinical decision-making (pp. 1546). Reflection serves to bring insightful meaning to our experiences and promotes a deeper understanding and better approach to learning because it encourages trainees to reframe problems, question their own assumptions, and look at situations from multiple perspectives as they analyse their lived experiences. Reflection fosters lifelong learning because it encourages trainees to recognize gaps in their own knowledge and attend to their own learning needs by searching for possible solutions. From a learning point of view we understand that reflection enables learners to reflect and develop critical thinking skills which are not only important but essential to clinical decision-making and practice. It also encourages learners to take control of their own learning needs, facilitating their professional development, problem solving, and lifelong learning. The use of journal writing as a means of promoting reflection and learning in educational settings has been widely advocated (Kessler, 2004, pp. 20).  Within this study assignment, I am going to reflect on a student assessment that was done during and after a teaching session. The reflection model used for this paper is the Gibbs Reflection Model. This reflection framework model was developed by Graham Gibbs in 1998. In this model there are six stages that guide the reflective through the process of reflection by asking a set of question divided in the cycle stages. These stages are description, feelings, evaluation, analysis, conclusion and action plan (Jasper, 2003, pp. 78). According to Nicklin and Kenworthy (1995), assessment is defined as “[m]easurement that directly relates to the quality and quantity of learning and as such is concerned with student progression and attainment” (pp. 69). Assessment methods can influence the learning approaches of nursing students. Assessments designed to assess understanding rather than rote learning can contribute to a “deep understanding” approach. Assessment is a part of the learning process in nursing. It is seen by students as a powerful motivator to direct and drive their learning. Students’ experience in assessment can influence how they approach their learning. Such assessments include multiple-choice questions, short answer examinations, essays, online tests, portfolios, self- and peer-assessments, laboratory reports, student presentations, simulations, clinical exercises and other innovative methods (Struyven et al., 2005, pp. 325).  Description  After a meeting with the lecturer, the topic was decided upon. The topic was the kidney and the formation of urine. Next, objectives were drawn up. At the end of the discussion, I gathered the reading material, prepared the lecture, and chose the multiple choice questions (MCQ) to assess student knowledge about the topic. The assessment tool was nine MCQs constructed based on the lecture objectives. The subject that the MCQs were based upon were the anatomy and physiology of the urinary system. On Friday morning, I met my lecturer and discussed the lecture material and the students’ assessment—multiple-choice questions. After going through the questions, she suggested that I amend one question stem and I duly made the amendment. I began the lecture by introducing myself as well as the lecture objectives, and then informed the students that MCQs will be given to them to assess their knowledge and understanding at the end of the lecture. The lecture was in a classroom and there were thirty students attending the lecture. Before commencing with the lecture, I gave the students the lecture handouts with empty spaces to capture their attention in the lecture so that they could easily fill the spaces with the correct information. All throughout the session, I kept asking recapitulation questions to get the students involved and encourage classroom participation. Students responded well throughout the session. I too kept responding to student’s queries, but I felt that my responses need to be improved for those who answered incorrectly. After the session was over, the MCQs were distributed. After they completed filling in their sheets of MCQs, we discussed each answer in detail and I found that the students answered quite well, proving that the whole experience of the assessment was successful. In the interest of time and with the understanding that I was not going to meet the students again, the students completed their own MCQ papers.  Feelings  In the beginning, I was worried and anxious about the students’ responses in relation to the classroom discussion and MCQs. My other concern was how I would respond to the students’ questions and answers. I felt that my style of speaking the English language may not have been quite clear to the students, or perhaps I may not have been able to understand the students adequately because of their accent or pronunciation. Students showed some surprise when informed about the MCQ assessment, as they were not informed earlier to prepare for it. However, all my fears were laid to rest later on, because from the time the session began the students showed hig levels of interest and actively participated in everything that was going on. By their response, I felt that they were not apprehensive about this exercise but were eager to participate. This made me feel more confident in managing the discussion in the classroom.  Evaluation  Preparation for the lecture was conducted by reviewing different literature such as books and journals related to the anatomy and physiology of the urinary system and urine formation. Materials for teaching and assessment were prepared based on the session objectives. I decided to use MCQs as a method to assess and evaluate student knowledge. The MCQ is a widely-used assessment method in nursing education, and evidence shows that it brings positive results. Remembering information is still a part of the learning path, and MCQs can readily assess this learning (Harper, 2003, pp. 3). One-on-one discussions with the lecturer helped me understand that I was on the right track with regard to the method of the assessment. The student participation in the discussion was very good and I was able to manage it. However, I need to work more on motivating the students, being more prepared to discuss incorrect answers, and assessing more for deep understanding, in order to encourage student participation. The lecturer meeting and advice were very beneficial and helped me to carry out the lecture and assessment in the proper manner.  Analysis  Analysis is the most important component of the Gibbs Reflective Cycle and any reflection framework, because it involves introspective critical thinking and understanding of the subject upon which one is reflecting. Assessment practices are the underpinnings of two areas of knowledge. These are referred to as operational and academic knowledge. Operational knowledge refers to knowing how to do things (including technical know-how, or skill-based knowledge). Operational knowledge is usually assessed using a competency-based framework. In nursing, academic knowledge is the conceptual foundation of the discipline. Assessment of this academic knowledge operates within a different paradigm when compared to operational knowledge and one that prioritises conceptual and theoretical knowledge. Such knowledge is immersed in a nursing discipline that sets rules for admitting the learner into the circle. In educational circles, assessment of students’ learning and knowledge is a contentious topic and one that is not only important, but necessary. In higher education, much of the student activity is focused on assessment. Assessment of students is undertaken for many interrelated reasons. For example, it is used as a feedback mechanism for academic staff about student learning, or as a measure of accountability to assess the depth or the quality of education and, to certify student acquisition of knowledge and for medical students especially to ensure patient safety. Assessment helps students define what is important and what is not, and helps them reflect on how they spend their time and how they gauge themselves as students. According to Brown and Knight (1994) it is not just curriculum that shapes assessment, but assessment also shapes the curriculum (pp. 26).  In order to stimulate student’s critical thinking, I asked the students a lot of questions to encourage them to answer during the session, probing for deep understanding. Towards the end of the session, I made use of the case studies and MCQs to assess their knowledge. I felt that questioning them in this manner encouraged critical thinking. It also served to promote self-evaluation, consideration of alternative perspectives, consideration of alternative solutions, and exposure of ingrained assumptions often taken for granted. Questioning not only enables the individual to evaluate what is really happening in a given situation but also helps him/her to assess their perceived role in that situation. The key to good questioning lies in establishing a peaceful and comfortable learning environment, recognizing that questioning is an art that needs to be practiced, and understanding and applying Bloom’s cognitive taxonomy to improve the trainees’ depth of processing. In the opinion of (2005), questions are most effective if they stimulate the trainee to use higher cognitive thinking rather than just recall (pp. 45).  In preparation for a formative assessment, I prepared nine MCQs to be given out for the students to fill in. This assessment format allows many testing items to be covered within a short time frame. In Oman, I attended workshop about MCQs, how to prepare them, and how to formulate questions and options to test the different levels of knowledge and understanding. After this session was completed, assessment papers were distributed to the students. Multiple-choice questions were more favoured by students than essay-length questions, as they are considered easier to prepare and generates anxiety that allows for a higher success rate (Struyven et al., 2005, pp. 326). Multiple-choice questions are considered to be an appropriate means of assessment especially when they are sufficient and well-constructed. According to Schuwirth and Van der Vleuten (2003), they can be written to test higher-order cognitive domains rather than simple facts (pp. 643).  Teachers are at a great advantage when making use of the MCQ format because—logistically speaking—MCQs allow teachers to assess large numbers of candidates with minimal human intervention. The MCQs are objective in nature and they allow teachers to test a wide range of content, and, if well-constructed, MCQs can accurately discriminate between high- and low-ability students (Schuwirth and van der Vleuten, 2003, pp. 644). On the other hand, high-quality MCQs are time-consuming to construct. It is estimated that it requires about one hour to frame a good MCQ. Some critics contend that MCQs more often test factual recall over higher cognitive thinking. It has been found that poorly-constructed MCQs also frequently contain cues that allow students to guess the correct answer without the prerequisite knowledge.  There are many studies conducted to examine the quality and the effectiveness of the MCQs in assessing nursing student learning and academic knowledge. One study was conducted to examine the effect of high quality multiple-choice tests on the learning approaches of students enrolled in a mental health nursing course. Data was collected from 136 students in a higher diploma (HD) in nursing program and 142 baccalaureate nursing (BSN) students. This study identified three clusters of nursing students from both the higher diploma nursing program and the baccalaureate nursing program. One cluster of students had only superficial knowledge, one cluster had predominantly deep understanding, and one cluster was somewhere in between. Findings showed that students from the three categories answered the MCQs according to the level of knowledge they possessed about the subject.  During the meeting with my advisor, she went through the MCQs and requested me to make one amendment relating to the assessment strategy I was about to use. Sometimes, multiple-choice questions have flaws in the question stem or in the choices given and therefore they should be scrutinized thoroughly before handing them out to students. One study was conducted to examine the quality of MCQs used in nursing assessments in baccalaureate nursing programs. From late 2005 to early 2006, all examinations and comprehensive tests that had been administered in two baccalaureate nursing programs in one nursing department over a 5-year period were retrieved. The topic areas covered in these tests included all clinical nursing courses along with health assessment. They included only nursing courses. A total of 2770 questions were retrieved for analysis. The study found that of these 2770 questions, 1280 (46.2%) contained at least one item writing flaw (also known as an IWF), and more than 12% of questions contained more than one flaw. The most frequent violations were ambiguous or unclear information in the stem and negatively-worded stems. The study concluded that both the IWFs and low cognitive level of MCQs are all too common in teacher-developed examinations across many disciplines.  According to Tarrant et al. (2006), four-option MCQs remain the standard in nursing education and I am glad that I too made use of the four-option approach for my assessment MCQs (pp. 662). However, the three-option item approach have many advantages when compared to the four- and five-option items, and this includes less time required to construct such items and less testing time required to assess. However, according to Tarrant and Ware (2010), since less time is required to complete each three-option items, teachers are in a position to increase the number of items administered on a test and thereby increase the amount of content tested (pp. 539).  Tarrant and Ware (2010) conducted a study to examine and compare the psychometric properties of four-option items with the same items rewritten as three-option items (pp. 540). Versions of 41 multiple-choice items were administered to two student cohorts over two subsequent academic years. The results of this study, however, do add to the growing body of research supporting three-option items. Overall, the differences in item difficulty and discrimination between four-option items and the same items rewritten as three-option items were small and statistically non-significant. Results from this study lends further support to the conclusion that, in most circumstances, three-option items are more feasible and practical when compared to the four-option item. Therefore, because of their efficiency and ability to assess different learning outcomes, MCQs are likely to continue to remain an important component of written assessment in many nursing programs. Thus, if the time required to develop multiple-choice tests can be reduced without reducing the reliability and validity of the assessment, then it would be an important consideration for the nursing faculty.  Thomas (2008) is of the opinion that the level of motivation possessed or generated is the most fundamental educational force in the learning process—and not the curriculum, nor the methods, nor the strategies used (pp. 55). For the purpose of motivating the students, I made use of different strategies and methods to galvanize them and encourage their class participation during my lecture. To kindle their interest during the lecture, I also made use of PowerPoint presentations and moving animation to explain the process of filtration and other functions that take place in urine formation in the human kidney. Students showed great interest because they liked the way the animation was used and commented that it gave better explanation to the filtration process and urine formation. To grasp their immediate attention on the subject, I made use of handouts with blank spaces in order to involve students in the lecture, and make them interested enough to fill the spaces with the correct information. Besides this, blank spaces were given for students to make their comments on the handouts given to them. According to Race (2001), students need room to write their own notes on handouts to develop a sense of ownership of the handouts (pp. 23). This kind of exercise helped to encourage better student participation in the classroom discussion, to ask questions, and answer the questions I asked them. Motivation is another crucial factor that plays a major role in student assessment. The level of motivation may be influenced by both internal and external factors. These factors may or may not include: the teacher’s attitude toward the teaching; the methods of teaching adopted; and the student-teacher relationship. The teaching material used, the use of technology in the classroom, and the quantum dynamic of learning effectiveness can also impact students, influencing their levels of motivation and participation (Thomas, 2008, pp. 53).  Even though this particular session was the last session before the weekend, the students were very enthusiastic and motivated during the entire session. On my part, I felt I was successful to some extent by encouraging them to participate and share their experiences. Commenting on the topic of poor motivation, Race (2001) explains about some in-class symptoms of low motivation. These behaviors include the following: students talking to friends during the class about other things; students’ qualified lack of engagement; students’ being distracted and/or having poor attention spans; students exhibiting disinterest by not asking questions or not being willing to answer questions asked by the teacher; and students having inappropriate social interactions in class. During my session, I was really relieved and happy that I didn’t run into any behavioral problems, save for the lone fact that students mentioned that they did want to leave early because of the weekend. However, that did not duly effect their participation as I finished early.  Since the attention span of most students is quite limited, they generally do not nor cannot pay attention to everything. Therefore, it is various stimuli which really captivate their interest. The teacher can really capitalise on this point so much because it is within the instructor’s power and control to create such situations that thusly encourage motivation. For the teachers who want to hold the rapt attention of their students, their lectures and PowerPoint presentations should be made more inspiring and captivating by including a lot of animated gestures and appropriate expressions that match the contents of the overall presentation. According to Thomas (2008), the teacher should interact with and encourage students to help them to freely express their opinions and comment positively on them (pp. 56). I followed this technique during my class and involved the students as much as possible to motivate them for better class participation. I captured their attention prior to the presentation by clearly informing them that I would be questioning them on the subject at the end of the session.  From experience I understand that a follow-up and feedback on the subject is indispensable to good teaching and, therefore, getting feedback from the students on a one-on-one basis takes a lot of maturity as well as experience. Boyle and Wambach (2001) define feedback as communication of information to the student (based on assessment of a learning task) that helps the student reflect on the information, construct self-knowledge relevant to learning, and set further learning goals (pp. 128). Feedback—based on their assessment—encourages students to gauge their progress, consider alternate learning strategies, and project their own continued learning needs. For feedback to be successful, students must interact with and reflect upon the communicated information, thus taking active roles in their own leaning processes. Vella (2001) discussed the need for feedback sequencing, such as sequencing a course project into components and providing constructive feedback at regular intervals, so that the students have opportunities to improve (pp. 28). While immediate feedback may be appreciated, questions remain as to how authentic, useful or long-lasting such a strategy is. Vella (2001) asks an important question that naturally follows: “How often do students need or want feedback from faculty?” (pp. 36). Or, another question might be, “Which is the best time to reinforce learning?” Considering the session with my students, my feedback to them during the class discussion was limited, especially for those who did not answer correctly and needed to work more on the correct answers. The use of rewards is another important strategy used for better student participation and for encouraging motivation. Making use of the technique of appreciating and praising students for their contribution is a good method one can utilize to motivate and encourage students’ participation in the classroom. I felt that this area needed improvement and that I needed to learn more about this method. Vella (2001) noted that mutual student and faculty accountability are part of adult learning (pp. 21). Feedback is provided to keep the student group on task and acknowledge the learning community's accomplishments. Summary feedback delivered to the entire class, for example, may include a synthesis of common themes from a discussion, which can reinforce what the learning community has accomplished. Faculty might also summarize results of test scores and highlight topical problem areas requiring further study. As facilitators of learning, it becomes the responsibility of the faculty to point students in the right direction by setting learning goals complementary to course goals, and helping them obtain feedback from various other resources. They can orient and coach students in feedback-seeking behavior and expectations, providing cues for self-reflection and guided activities which promote peer review. With regard to feedback during my session with the students, I encouraged the students by informing them that they participated very well. I also informed them that we were going to have a discussion on some case studies and they should actively participate by sharing their knowledge and experience to find solutions to these cases. There were five case studies presented and discussed one at a time. Students were able to answer the related questions correctly and they participated actively in the class. The module advisor and myself both then gave feedback on the relevant cases. Sitzman and Leners (2006) discussed that students value feedback that reports their progress, encourages them, recognizes their efforts, and provides guidance (pp. 2S4). It was also found that feedback conveyed to students that the faculty cared. After the discussion, the MCQs were distributed to the students. After they completed answering the questions, the answers were discussed with the group as a whole. Finally, I gave overall feedback about the lecture, gave the assessment to the students, and students were then allowed to give feedback or comment on the lecture as necessary. The advisor then gave her feedback to the students about their participation in the lecture. It has been shown that participating in feedback helps students attain needed competencies and gain skills for the future. From this experience, I realized that students’ motivation and feedback are very essential for implementing successful lessons in nursing education. Students’ learning and attention are enhanced through motivation and active participation and having involvement in the educational process.  Conclusion  Reflection is widely accepted as one of the most important tools for learning in higher education. This subject has been extensively and intensively addressed in most areas of medical and nursing education. By working on this interesting subject, I learned the importance of reflection in the areas of education and self-improvement for career development and in my daily life. Although experience is at the core of learning—especially in the field of medical education—reflection is integral to deeper understanding and learning from our experiences. Reflection is more than just stopping to think and act based on what we already know. It allows for the interconnections between observations, past experiences, and judgment to come to a head in clinical decision making. Assessment of students is undertaken for a number of interrelated reasons. For example, assessment is utilized as a feedback mechanism for academic staff about student learning, as a measure of accountability for the quality of education, and, to certify student acquisition of knowledge and skills to allow them to graduate and move on to higher levels of learning. Multiple-choice questions are a commonly-used assessment method in nursing because it allows a large number of testing items to be covered within a shorter span of time. Therefore, I used MCQs to assess the students’ knowledge after the lecture. The responsibility rests squarely on the shoulders of the teacher to create attractive and interesting situations that motivate the students to focus their minds. Feedback following an assessment encourages students to get a deeper understanding of the subject, gauge their progress, consider alternate learning strategies, and project their own continued learning with a more structured action plan. Feedback is especially important to ensure that the student group is kept on task and acknowledges the accomplishments of the learning group. However, for such an implementation of the lesson to be useful as well as successful, students need to reflect on and interact with the acquired information that has been communicated to them by the teacher as well as their peers. This assignment module provided me with the opportunity to learn more about the impact of motivation on the students’ learning process. I also gained a lot of knowledge about the different assessment methods and the importance of feedback in directing students’ learning.  Action Plan  I am now more aware of the types of assessment methods, their various criterion, and the advantages and disadvantages faced by the teacher and students. I also realize that motivation is very important for the teacher to be able to involve the students and how essential it is for the students to be motivated while learning. I now clearly understand that feedback serves to direct the students’ learning process in the right direction. This experience has taught me a lot, and, together with my advisor’s feedback, I understand that there is a need for me to read and find out more about how to motivate my students, to work on ready answers for the classroom discussions, to develop different levels of MCQs which will test students’ deeper understanding, and direct students’ learning through utilization of the technique of constructive feedback. I am planning to gain some more experience in these areas by exposing myself more to these courses, attending workshops, and taking the advice of various experts on the subject in order to learn more about various aspects that would contribute to my professional development. Another part of my action plan would include a strategic plan put in place regarding how I should react and respond to students who have answered a question incorrectly. It is a good opportunity for me while I am here at Cardiff University to search and register for related courses and workshops. Modeling my own teaching style after that of other college lecturers—as well as attending lectures with them—would help me to learn more about motivation and feedback, and gain practice preparing MCQs and other assessments. I would also, of course, solicit and follow their advice in different areas of study, which will help me to improve my teaching and assessing skills to a great extent as I continue my career path as an educator.  BIBLIOGRAPHY Boud E, Keogh R, & Walker D (1985). Reflection: turning experience into learning. London: Kogan Page.  Burrowes PA (2003). "Lord's constructivist model put to a test.” The American Biology Teacher, 65 (7): 491. Boyle D, Wambach K (2001). “Interaction in graduate nursing web-based instruction.” Journal of Professional Nursing, 17: 128-134.  Brown S & Knight P (1994). Assessment learning in higher education. 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