ABSTRACT
One of the key ways of reflection is through a process of writing and this can be undertaken in a variety of ways. Reflective writing activities such as journaling, evaluations, self-assessment documents and portfolios have become expected forms of demonstrating knowledge to achieve higher qualifications or receive professional judgements from assessors and Ofsted inspectors. Reflective writing is required by most levels of professional training yet, as Bolton (2005: 1) argues, the use of the terminology of ‘reflective practice’ has ‘lost some credence’ as it has become a ‘catch-all name for a wide range of activities from deep life, work and organisation’. Because of this there is a concern that ‘rote box-ticking practices seeking to make professionals accountable’ are replacing critical thinking and analysis (Bolton, 2005: 1). When undertaking reflective writing for assessment purposes, the writer should understand the purpose and benefits of the writing activities. Otherwise it may be purely descriptive without engaging in a process of critical reflective thinking and decision making about how to improve one’s professional role.
