A framework for assessing learning assistants' reflective writing assignments

Geraldine L. Cochran, David T. Brookes, Laird H. Kramer

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations


At Florida International University we have implemented a learning assistant (LA) program based on the Colorado Learning Assistant Model. [1] As a part of this program, students take a course on science and mathematics education theory and practice in which they are required to submit written reflections. Past anecdotal evidence suggests that students in the LAP at Florida International University are using these writing assignments to reflect on their teaching experiences. The purpose of this study was to a) determine if the writing assignments submitted give evidence that our students are engaging in reflection and b) determine if our students are engaging in deep levels of reflection. In this investigation, we relied on a rubric based on Hatton and Smith's (1995) [2] "Criteria for the Recognition of Evidence for Different Types of Reflective Writing." In this paper, we document a) a system for characterizing student reflections and b) how we give them feedback.

Original languageEnglish (US)
Title of host publication2012 Physics Education Research Conference
EditorsN. Sanjay Rebello, Paula V. Engelhardt, Alice D. Churukian
PublisherAmerican Institute of Physics Inc.
Number of pages4
ISBN (Electronic)9780735411340
StatePublished - 2013
Externally publishedYes
Event2012 Physics Education Research Conference, PERC 2012 - Philadelphia, United States
Duration: Aug 1 2012Aug 2 2012

Publication series

NameAIP Conference Proceedings


Other2012 Physics Education Research Conference, PERC 2012
Country/TerritoryUnited States

All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)


  • Reflection
  • assessment
  • learning assistants
  • pre-service teachers.
  • teaching
  • writing


Dive into the research topics of 'A framework for assessing learning assistants' reflective writing assignments'. Together they form a unique fingerprint.

Cite this