Reflection during portfolio-based conversations

This study aims to explore the relationship between the occurrence of reflection (and non-reflection) and thinking activities (e.g., orientating, selecting, analysing) during portfolio-based conversations. Analysis of 21 transcripts of portfolio-based conversations revealed that 20% of the segments were made up of reflection (content reflection (6%), process reflection (10%), and premise reflection (4%)). The thinking activities comparing, analysing and concluding occurred significantly more often during reflection than during non-reflection. Orientating on the task, selecting and describing, occurred significantly less often during reflection. The outcomes show that the occurrence of certain thinking activities can be an indication of reflection.

Research highlights
► We explore student reflection during portfolio-based conversations.
► We explore an analytical approach, focussing on thinking activities.
► Reflection took place in 20% of the segments of conversation-transcripts.
► Comparing, analysing, concluding and judging negatively occurred more during reflection.
► Certain thinking activities indicate the presence of students’ reflection.