criteria that match the identified learning outcome, consider the issue of fairness particularly with disabled students and clearly communicate assessment criteria . The above reasons can be considered as areas for future development, an in depth analysis of this can be seen in the attached action plan (appendix 1). This process of reflection on action has proved successful as it brought about learning. Even though critics like Rolfe (2003) and Markham (2002) criticised reflective practice for lack…
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