Promotion of reflective learning, teaching and assessment through curriculum design

In this chapter I argue that if reflection is to be a central tenet of learning, teaching and assessment it is necessary to embed it at a curriculum design level. By implementing a whole curriculum approach (Schuell, 1986) links are forged between the elements so that both process and outcome are considered. The aim should be to encourage student engagement by providing a framework to facilitate development of students‟ reflective capability. Although considerable attention has been paid to models and frameworks that support reflective teaching and learning (see for example, Kember et al, 2001; Moon, 1999; Brookfield, 1995; Johns, 1995; Boud, Keogh & Walker, 1985) and to issues surrounding the assessment of reflective capability (Brockbank & McGill, 2007; Clouder, 2004; Moon, 2001; Hinett & Knight,1996) scant attention has been paid to its integration at a curriculum design stage and throughout the entire learning experience. My intention in this chapter is to encourage academics involved in course design or redesign to consider the implementation of two curriculum concepts used in tandem to provide a framework that promotes congruence between reflective learning, teaching and assessment. The two concepts are constructive alignment (Biggs, 1996) and the spiral curriculum approach (Bruner, 1960).