Reflective Presentation on Assessment and Kolb's Reflective Cycle

This presentation explores the concept of assessment and its importance in improving student learning. It also delves into Kolb's reflective cycle as a model for experiential learning. The presenter reflects on their own experiences and discusses future actions for becoming a more effective learner.

Assessment 2: Individual
Reflective Presentation

Table of Content
 Introduction
 Reflection
 Conclusion and future action
 References

Introduction
While studying in the university, I participated in many activities
that helped me to complete the module promptly and efficiently.
Assessment is said to the systematic process to document as well as
use empirical information on knowledge, attitudes as well as beliefs
for the purpose of refining programs along with improving learning
of student (Cincera, Johnson and Kroufek, 2020).

Reflection
 Reflection refers active procedure of
witnessing own working and experience
for the purpose of examining activities
performed more closely, giving meanings
to experience together with learning from
it. It created opportunity for me to
seriously consider impacts of my actions
in completing activities for the module.

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 Kolb's reflective cycle
The framework was published
by David Kolb in his learning
styles model in the year 1984.
It is also termed to experiential
learning. According to Kolb,
learning is the action in which
knowledge is devised by
transformation of experience.

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 Concrete experience: It is first stage of Kolb's cycle that
includes doing something wherein an individual is assigned tasks
(Delleville, 2017). In this key to learning is active involvement.
While completing the module, I learned various things from
different activities. In the module, I consciously as well as
physically experiences activities that made me realise that I need
to reflect orderly for learning something new and improve my
existing practice.

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 Reflective observation: When the description of experience is written
down, the next is to reflect more deeply on what happened in any
situation (Kayarvizhy, Panimozhi and Harshitha, 2017). In this stage, a
learner reflects on experiences on personal basis. The stage is of
particular significance of any inconsistencies among experience and
understanding. According to me, different things happened in different
activities.

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 Abstract Conceptualisation: The stage gives rise to new ideas or
modify existing abstract concept that is learned by a person form their
experience. It includes procedure to make sense of things that have
happened as well as involves interpretation of events addition to
understanding relationships among them (Knott and Scragg, 2016). In
this stage, a person makes comparison among what they have
performed, reflect on and what they already know. In my case, I was
only aware about the terms that are essay, academic summary and
arguments. In the duration of attending classes or activities, my

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 Active Experimentation: In this element, a learner applies the
gained ideas and concepts to world nearby them for seeing what
happens (Mann and Walsh, 2017). It is the phase wherein I
considers the ways to through which I will put what I have learnt
from practices of activities. Through active experimentation and
whole aspect of visible action, a person learns to associate their
experiences with mew innovations addition to ideas.

Conclusion and future actions
 From the presentation, it is concluded that assessment is
continuous process which established measurable addition to
clear learning outcomes of students to study, provisioning
sufficient amount of opportunities for achieving the results and
improving overall learning, one of reflective model is Kolb's
reflective cycle that is also known as experimental learning or
learning through experience.

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Future action is the action or task that will be undertaken to improve
existing skills or knowledge to carry out the module in different ways.
The actions that I will put in place in future for the purpose of becoming
even more effective learner are as follows:
 Summarising skill
 Writing skill
 Data analytical skill

References
 Cincera, J., Johnson, B. and Kroufek, R., 2020. Outdoor
environmental education programme leaders’ theories of
experiential learning. Cambridge Journal of Education, pp.1-17.
 DeCoux, V. M., 2016. Kolb's learning style inventory: A review of
its applications in nursing research. Journal of Nursing Education.
29(5). pp.202-207.
 Delleville, V., 2017. Texas A&M Texarkana illustrates best
practices in PLA. The Journal of Continuing Higher Education.
65(2). pp.132-134.

Thank You