A four‐category scheme for coding and assessing the level of reflection in written work

By David Kember, J. McKay, Kit Sinclair, Frances K. Y. Wong. 2008

437 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/684be86650dc3f9dff5fe0c6dc1331f5bd46ff11

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In Education

Citations in the corpus

The Impact of Generative AI on Critical Thinking: Self-Reported Reductions in Cognitive Effort and Confidence Effects From a Survey of Knowledge Workers (2025, positive): “Critical thinking can be measured through self, peer-, or expert evaluation [66], us-ing a range of questionnaires [35, 65, 73, 145, 146], justified multiple choice questions, structured essays, protocols for whole-portfolio assessment, task observation, and peer interaction [34, 105].”
Developing Cultural Intelligence for Global Leadership Through Mindfulness (2014, methodology): “Critical reflection (although happens infrequently) is when a learner shows a dramatic change in perspective regarding a fundamental belief, value, or attitude (Kember et al., 2008).”
Trends in Research on Writing as a Learning Activity (2016, neutral): “With respect to argumentation, Klein and Kirkpatrick (2010) found that students’ genre knowledge predicted their text quality,”
Student Ratings of Teaching : A Summary of Research and Literature (2012, positive): “Kember and colleagues developed a four-category scheme for assessing quality of self-refection (Kember et al., 2008).”
The Quality of Reflection in Student Journals: A Review of Limiting and Enabling Factors (2010, background): “& Dewey’s Process of Experiential Learning (1998) & Kolb’s Experiential Learning Theory (1984) & Scanlon and Chernomas’ three-stage model of reflection (1997) & Kember’s four stage model of reflection ( Kember et al. 2008 ) & Valli’s Typology (1997) & Schon’s Reflective Practitioner framework (1983)”
The case of reflective journals: is the jury still out? (2011, background): “Others have suggested that through critical reflection, students are able to integrate theory with practice (Kember, McKay, Sinclair, & Wong, 2008 ; Wong et al, 1997 ).”