ABSTRACT
Brilliant trainees – and teachers – have an embedded habit of reflection. Students' need to kick-start and develop this habit systematically, exploiting every opportunity for it that their training offers. The building blocks of reflective practice are: a review process based on agreed targets, reflective writing and structured evaluation of critical events. Subjective evaluation is a start, but on its own it can be misleading. Similarly, evaluation isn't a complete sweep of every possible lesson issue; it needs to be focused. Evaluation isn't a synonym for assessment. Assessment is about pupils' work; evaluation is about students' own. Parenthesis is an important reason for assessment, but it's not the only one, or even most obvious. While written outcomes certainly provide rich evaluative material, the more immediate evaluations happen in active and interactive lessons. The more pupil involvement, the more obvious the evaluation. This can be formalised into whole systems of pupil evaluation, where pupils evaluate each other's work and their own.
