Promoting and Assessing ‘Deep Learning’ in Geography Fieldwork: An Evaluation of Reflective Field Diaries

Abstract

Fieldwork is central to teaching and learning in geography. The assessment of student learning from fieldwork can, however, be problematic. This paper evaluates the use of reflective diaries for assessing level three undergraduate geography fieldwork. It is concluded that reflective fieldwork diaries offer an innovative and flexible approach to teaching, learning and assessment that encourages deep learning. The method enhances students' critical self-reflection and communication skills. The authors' findings highlight that clear assessment guidelines and assessment criteria are essential, and students need to fully understand the process of learning through reflection.

Keywords:

• Reflective diaries
• reflective learning
• deep learning
• fieldwork
• assessment

Acknowledgements

The authors would like to thank LJMU for the funding for this analysis, and the level three geography students (2004–2005 and 2005–2006) for providing the detailed feedback and evaluation of the reflective diary assessment. They are grateful to Dr Chris Park of the Department of Geography, Lancaster University, for providing the original template on which the grade-point descriptors included in this article are based. Thanks are offered also to the anonymous referees for their helpful queries and suggestions.