Author Information
Exxon Ryan Yu, Xavier School, PhilippinesRoy Allan Tolentino, Ateneo de Manila University, Philippines
Marie Nathalie Ting-Ouano, Ateneo de Manila University, Philippines
Abstract
Service-learning programs have become staples of school curricula as a way of developing students into competent, responsible, and civically-oriented and -engaged citizens. Assessment in service-learning tends to rely on the process of reflection as a key component, through its potential to aid students in meaning-making and metacognitive integration. While the importance of reflection is paramount, assessing the efficacy of reflection introduces a number of risks and problems: vagueness of outcomes and indicators; shared understanding of content; authenticity; timeliness of feedback; and validity as an assessment. In this paper, we propose a revised framework for integrating reflection processes into service-learning courses, with a clearer metacognitive approach, an emphasis on dialogical learning, and a clearer understanding of milestones and indicators. This redesign aims to foster reflection as a skill developed throughout the course, and is capable of transfer to disciplines outside of the classroom.
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