Avoiding the traps: seeking good practice in the use of self assessment and reflection in professional courses

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Abstract
Ideas about self assessment and reflection are widespread in professional courses. These terms are often used uncritically, with the assumption that they are necessarily worthwhile additions to the curriculum. The aim of this paper is to provide an overview of issues that need to be confronted in the use of self assessment and reflection in professional education. It identifies some features of good teaching and learning practice. An emphasis is placed on the importance of context, locating learning in both educational and professional practice. Questions are raised about how courses can respond to the challenges of context, and how the professionalism of teaching and learning in universities can be enhanced.

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