Reflective journal assessment: The application of good feedback practice to facilitating self-directed learning

The purpose of the reflective journal assessment in higher education is to develop students' critical reflection on the learning experience and self-directed learning skills. Yet, this poses challenges in terms of designing and implementing effective assessment practice for the successful outcomes of reflective journal writing. Using one postgraduate tourism course offered at the University of South Australia as a case study, this paper explores the main problems and challenging issues, focusing on the application of good feedback practice to reflective journal assessment. There was evidence that the use of clear assessment criteria on reflective practice and mixed on-going feedback strategies was essential for facilitating students' self-directed learning skills at the early stage of their reflective journal writing process. This research addresses further insights into the structuring and use of feedback strategies through reflective journal.