assignment 6 reflection edhesive

Navigation Menu

Search code, repositories, users, issues, pull requests..., provide feedback.

We read every piece of feedback, and take your input very seriously.

Saved searches

Use saved searches to filter your results more quickly.

To see all available qualifiers, see our documentation .

• Notifications You must be signed in to change notification settings

Edhesive 2020 AP CSA Coding Activity solutions

anaise0602/Edhesive

Folders and files.

Repository files navigation

Solutions to the 2020 AP CSA Edhesive course.

I do not guarantee you will pass any lesson, and provide this code merely as a check to see if you are on the right track.

To run on Edhesive, make sure to delete the package Edhesive.... line.

If you need help start a discussion.

• Java 100.0%

Teach Computer Science, STEM, and Statistics at your school with Edhesive

A Complete Program for Any School

Edhesive provides fully sequenced and paced digital curriculum, teacher resources, professional development, and 7-day per week support.

Why STUDENTS Love Edhesive

High Caliber Content

Courses were developed with the best high school and college educators in the country.

Engaging & Relevant

Videos, interactive activities and career connections make learning fun.

Interactive Practice

Students get instant feedback on their code from embedded code graders.

Undergraduate and graduate students from the country’s best universities are available 7-days per week.

Why TEACHERS Love Edhesive

Robust Resources

Teachers get everything they need to run their class, including rosters, progress tracking, pacing guides, activities, and more.

Customization

Change the sequence, set due dates and add your own assignments.

Auto-Graded Assessments

Quizzes, exams and coding assignments are automatically graded.

Personal and immediate answers to content, pedagogical or implementation questions 7-days per week.

Why ADMINISTRATORS Love Edhesive

Proven Results

Edhesive students consistently beat AP national averages.

Loved by Teachers

With Edhesive, teachers can spend more personalized time with their students.

Easy Implementation

Teachers and student can get started same-day.

Flexible Pricing

Pricing is simple and sustainable based on the number of students and/or courses.

"I started this year in AP CSP with no prior experience at all. I had no interest before this. Edhesive really opened up my eyes! I wouldn’t have found my passion without Edhesive."

Edhesive Courses

Intro to CS I

Learn the fundamentals of computer programming and the Python language.

Duration: 1 Semester

Intro to CS II

A continuation of Intro to Computer Science I, along with an introduction to web development.

AP Computer Science A

Equivalent to a college-level Introduction to Computer Science for non-STEM majors, students learn foundational concepts of computer science and explore the impact computing and technology have on our society.

Duration: 1 Year

" Without Edhesive, teaching CS would have been impossible. Edhesive’s online course structure works beautifully for students of all different levels. "

Email [email protected] with inquiries.

Reflection and Reflective Writing - Skills Guide

Reflective assignments.

• Reflecting on Your Experiences
• Reflecting on Your Skills
• Reflecting on Feedback
• YouTube Playlist This link opens in a new window
• Audio Playlist
• Further Reading
• Downloadable Resources

What is a reflective assignment?

Reflective assignments can take many different forms and there will be differences between courses and between modules.  An assignment might require you to reflect on your skills, or experiences, or both.  It will generally (although not always) require you to use a reflective model.  In the Resources box of this page you will find key sources of reflective models.  Some of the conventions of academic writing are different for reflective assignments: It is generally acceptable to write in the first person (e.g. "My task was to..."), and you will be expected to draw upon your own experiences.  Other things remain the same, for example you will usually still be expected to read around the subject and include references to the work of others.

How do I write a reflective assignment?

Because reflective assignments can vary so much, it is important that you fully understand the question and the assignment brief.  Make sure you understand what you are being asked to write, what format you should submit your work in and if there is a specific reflective model that you need to use.  If you are in any doubt then check with your lecturer.  Sources for some of the key reflective models can be found in the ' Further Reading ' section of this guide.

It can be difficult to balance the personal nature of reflection with the knowledge that what you write will be read by someone else.  If you are struggling you may find it helpful to begin with a purely personal reflection using some of the tools on the other pages of this guide.  You can then adapt your reflection to fit the requirements of your assignment.

Another challenging aspect can be including references to academic sources, as it can be difficult to see how these fit in to writing about your own personal experiences.  Academic theories or research can be used to enhance your understanding of your experiences and help you make sense of what has happened.  Again, it might be useful to begin with a personal reflection and then review this with an academic theory in mind, looking for ways that the theory could apply to your personal experience.

Sources for Key Reflective Models

Reflective Writing Tips and Advice

Reflective writing tips and advice video podcast - 28 mins.

Alex and Tim discuss reflective writing, outlining their tips, some useful reflective models and tips from students.  This video was recorded live during the Reflective Writing Livestream on the 14th October 2020.

• << Previous: Explore the Topic
• Next: Reflecting on Your Experiences >>
• Last Updated: Aug 23, 2023 3:51 PM
• URL: https://libguides.derby.ac.uk/reflectivewriting

• MyU : For Students, Faculty, and Staff

Writing Across the Curriculum

• Research & Assessment
• Writing Plans
• WEC Liaisons
• Academic Units
• Engage with WEC
• Teaching Resources
• Teaching Consultations
• Faculty Writing Resources

Designing and Assessing Reflective Writing Assignments

Many instructors know the benefits of reflective writing for promoting students’ conceptual understanding, encouraging student agency, and helping students transfer what they have learned to new contexts. At the same time, grading students' reflections can be challenging: when students report their personal, subjective reflections, doesn’t it make all grading subjective? How can we grade reflective work fairly? This month’s blog post discusses how instructors can design meaningful reflective assignments that maximize student learning and metacognition but allow for effective and efficient grading.

Elements of reflective writing assignments

Reflective assignments enable students to consider their thoughts, skills, and attitudes as they relate to a concrete context or experience. For a student in theater, it may be a reflection on attending a professional performance, while in engineering, it could include a reflection on a job shadowing experience or internship. In general, reflective assignments have three parts:

• An experience or encounter
• Post-experience sense-making
• Aligning the experience with future intentions

One popular model describes these as ERA components (experience, reflection, action), while Gary Rolfe and associates described critical reflection as answering the questions “What? So what? Now what?” Additional models of reflection include the Kolb Learning Cycle , the Gibbs Reflective Cycle , and Brookfield’s four lenses model for educational reflection.

Regardless of the model of reflection used, unpacking the multiple stages of the process of reflection and making those elements of the assignment explicit can help improve the quality of student responses.

Components of effective responses

Description: Most reflective assignments will ask the student to begin with a concrete illustration of an experience, event, or encounter. To help students describe the context of their learning, you can remind students of the classic journalistic questions: Who, what, when, where, and why. Ask students to attend to salient details, including unfamiliar or unexpected ones.

Reaction: After the experience, students can address their multiple responses to what they’ve observed. This reaction component can include some or all of the following components or ask some or all of these questions:

• Affective reaction: What thoughts, feelings, and ideas emerged immediately from the encounter or experience? What thoughts, feelings, and ideas came up later as you had time to process them?
• Consolidating: What new learning did you come away with? What ideas you had were confirmed, and what ideas you have had may have changed?
• Sense-making: How have you come to understand what was unfamiliar or strange? How can you follow up or gain additional information?

Action: The final step of the reflection is to apply the lessons learned from the experience into the context of future action. Future action can be addressed by writing about one or more of the following concepts:

• Connection: How do you relate what happened in the encounter to your previous ideas, beliefs, and attitudes?
• Prediction: What will these lessons mean to you in specific future contexts (in class, outside of class, in your envisioned professional future)?
• Preparation: What’s next for you, and how might your new learning apply in future contexts and situations?

Establishing standards of performance

When assessing description , instructors can differentiate between the degree of detail and the focus and clarity of description. Weaker descriptions will simply recount the events of an experience in sequence (this, and then this, and then this), while stronger descriptions will emphasize details and features related to the learning context or course content.

Similarly, the reaction component of the assessment can focus on the level of detail and engagement. Instructors should assure students that they are not assessing their feelings, thoughts, or reactions but the degree to which students’ written reflection suggests that learning has occurred in the context of the experience. Students may be tempted to write conversion narratives (“I was ignorant of X, but now I understand X”), but the best use of reflection will emphasize how previously held ideas have been both confirmed and challenged, as well as what specific new information has become clear.

To assess the action component of a reflection, instructors can attend to the language students use to make connections to future learning and contexts. Ideally, students should be able to connect their reflection to what they have already learned to the future contexts in which it will be meaningful or useful.

Bring discussion of reflection into class

When students are provided clear expectations for their reflective assignments and see multiple effective examples of student work, they will perform well on reflection assignments. What’s more, students' reflections will improve as they receive feedback on the quality of their earlier efforts. While this may result in scores that skew to the higher end, these scores accurately reflect the quality of student learning. Should your course include high-stakes assessments to differentiate student performance, it can be easier to use other assessments (exams, quizzes, or other writing assignments) to achieve a more typical distribution.

Meet with the Teaching with Writing Team

Visit the Writing Across the Curriculum Program and follow us on Twitter @UMNWriting. You can schedule a phone, email, in-person, or zoom through our online consultation form . Our Teaching with Writing Program website offers teaching resources to faculty members and instructors across the University of Minnesota system.

Bassiot, Barbara. The Reflective Practice Guide: An interdisciplinary approach to critical reflection . London: Routledge, 2016.

Dreifuerst, Kristina T. Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. Journal of Nursing Education. 2012 Jun;51(6):326-33. doi: 10.3928/01484834-20120409-02 .  

Wald, Hedy S;  Borkan, Jeffrey M; Taylor, Julie Scott; Anthony, David; and Reis, Shmuel P.  Fostering and Evaluating Reflective Capacity in Medical Education: Developing the REFLECT Rubric for Assessing Reflective Writing, Academic Medicine: January 2012 - Volume 87 - Issue 1 - p 41-50. doi: 10.1097/ACM.0b013e31823b55fa

Assessing using reflective writing.

Thank you, Dan and the TWW team! I was so excited to see "reflective writing" as the subject of this edition's TWW blog post. This is helpful framing for assessing students' reflective writing! For assessing "action", another practice I use (stemming from Motivational Interviewing) is to look for details the writer shares for "how" and "when" action may happen; if this isn't fully developed in initial drafts, I may ask questions like "what do you sense is the first step?" and "when do you think your first opportunity to try this may be?". I've also used reflective writing as a formative assessment tool to get a sense of where students are at in balancing their sense of an experience with perspective-taking. One question I like to pose to students for quick reflective writing is: "What, if any, ideas or perspectives were new for you to consider from this discussion, text, etc.?"

• Log in to post comments

Fantastic ideas! I've…

Fantastic ideas! I've learned about motivational interviewing from colleagues in the health sciences, but I think it's a great place to explore additional strategies for formative feedback. Please feel free to post them here if you have resources to share.

Gibbs' Cycle

Thank you for sharing these insights and tips for designing and assessing reflective writing assignments. I love how this post highlights the importance of incorporating Gibbs' Reflective Cycle in reflective writing assignments. The emphasis on designing assignments that promote deeper reflection and self-awareness is key to ensuring students can fully benefit from this valuable learning tool. Also recommend to check out this post about reflective cycle: https://productive.fish/blog/gibbs-reflective-cycle/

• African American & African Studies
• Agronomy and Plant Genetics
• Animal Science
• Anthropology
• Applied Economics
• Art History
• Carlson School of Management
• Chemical Engineering and Materials Science
• Civil, Environmental, and Geo- Engineering
• College of Biological Sciences
• Communication Studies
• Computer Science & Engineering
• Construction Management
• Curriculum and Instruction
• Dental Hygiene
• Apparel Design
• Graphic Design
• Product Design
• Retail Merchandising
• Earth Sciences
• Electrical and Computer Engineering
• Environmental Sciences, Policy and Management
• Family Social Science
• Fisheries, Wildlife, and Conservation Biology
• Food Science and Nutrition
• Geography, Environment and Society
• German, Nordic, Slavic & Dutch
• Health Services Management
• Horticultural Science
• Hubbard School of Journalism and Mass Communication
• Industrial and Systems Engineering
• Information Technology Infrastructure
• Mathematics
• Mechanical Engineering
• Medical Laboratory Sciences
• Mortuary Science
• Organizational Leadership, Policy, and Development
• Political Science
• School of Architecture
• School of Kinesiology
• School of Public Health
• Spanish and Portuguese Studies
• Speech-Language-Hearing Sciences
• Theatre Arts & Dance
• Youth Studies
• New Enrollments for Departments and Programs
• Legacy Program for Continuing Units
• Writing in Your Course Context
• Syllabus Matters
• Mid-Semester Feedback Strategies
• Designing Effective Writing Assignments
• Writing Assignment Checklist
• Scaffolding and Sequencing Writing Assignments
• Informal, Exploratory Writing Activities
• 5-Minute Revision Workshops
• Reflective Memos
• Conducting In-Class Writing Activities: Notes on Procedures
• Now what? Responding to Informal Writing
• Teaching Writing with Quantitative Data
• Commenting on Student Writing
• Supporting Multilingual Learners
• Teaching with Effective Models of Writing
• Peer Response Protocols and Procedures
• Using Reflective Writing to Deepen Student Learning
• Conferencing with Student Writers
• Designing Inclusive Writing Assigments
• Addressing a Range of Writing Abilities in Your Courses
• Effective Grading Strategies
• Designing and Using Rubrics
• Running a Grade-Norming Session
• Working with Teaching Assistants
• Managing the Paper Load
• Teaching Writing with Sources
• Preventing Plagiarism
• Grammar Matters
• What is ChatGPT and how does it work?
• Incorporating ChatGPT into Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
• Restricting ChatGPT Use in Classes with Writing Assignments: Policies, Syllabus Statements, and Recommendations
• What do we mean by "writing"?
• How can I teach writing effectively in an online course?
• What are the attributes of a "writing-intensive" course at the University of Minnesota?
• How can I talk with students about the use of artificial intelligence tools in their writing?
• How can I support inclusive participation on team-based writing projects?
• How can I design and assess reflective writing assignments?
• How can I use prewritten comments to give timely and thorough feedback on student writing?
• How can I use online discussion forums to support and engage students?
• How can I use and integrate the university libraries and academic librarians to support writing in my courses?
• How can I support students during the writing process?
• How can I use writing to help students develop self-regulated learning habits?
• Submit your own question
• Short Course: Teaching with Writing Online
• Five-Day Faculty Seminar
• Past Summer Hunker Participants
• Resources for Scholarly Writers
• Consultation Request
• Faculty Writing Groups
• Further Writing Resources

• Schools & departments

Introducing reflection as an assignment

Using reflective assignments can be a great way of synthesising learning and challenging the status quo. This page outlines some of the things to keep in mind when posing reflective assignments.

In higher education or professional develop initiatives it is very common to have some sort of assignment. These are typically written but can also take other forms. This page will go through the main considerations for posing reflective assignments.

The main points covered are:

• finding and communicating the purpose of your assignment
• being clear both to yourself and to reflector what you want in the assignment
• the difference between ‘reflection’ and ‘evidence of reflection’
• choosing your criteria
• providing students support and spending time practicing can be valuable as most students are new to reflection.

Back to alignment – find the purpose of the assignment and communicate it

It should be clear to participants or students what the purpose of the assignment is. Why are you asking them to do this particular assignment? You will have had to think about the value of it.

This value can be described in the guidelines of the reflective assignment where you communicate how it will help reflectors either evidence their learning or obtain learning outcomes. From the guidelines it should be clear to students what the value of completing and doing well on the assignment is.

Be clear what you are asking

When posing a reflective assignment it is very important that you know from the beginning exactly what you are asking. Reflective writing/responses can typically take on two distinct forms:

• reflection,
• evidence of reflection.

The distinction between the two is vital when deciding the type of assignment you want to pose. These are outlined below.

Reflection - the actual process of examining thoughts

If you want to see the detailed aspects of reflectors’ thought processes, and want to follow each step in their reasoning, concerns, and learnings, ask the reflectors to submit their actual reflections.

The benefits is that you ensure that reflectors go through the process themselves and you can directly assess the quality. As this is the actual process we want the reflectors to complete, asking for raw reflections is the easiest way to ensure or get evidence that the process is happening.

One challenge when posing this kind of assignment is that some people might find it too personal to share this intimate process – it can become self-disclosure. A personal reflective account can be uncomfortable to show to anyone, and even more so to someone who is in a position of authority.

Evidence of reflection

In contrast, ‘evidence of reflection’ is documenting the effects of reflection, but does not require documenting the process explicitly.

Hence, rather than writing the thoughts and feelings of a situation, the reflector will state the context and what learning they found in the experience. In the purest form, there is no need to document any challenging or self-disclosing feelings. It is more akin to describing the effects of a reflection and rationally, in contrast to emotionally, explaining why the learning is valuable.

The benefit of this is that reflectors are less likely to feel that they are self-disclosing. However, when we are looking at evidence of reflection rather than reflection itself, it is more difficult to assess the reflectors ability to actually reflect. Therefore, good evidence of reflection is when learning is explicitly stated and it is highlighted how the learning will be used in the future.

It is important to be aware that there is a risk, albeit minimal, that a reflector can produce good evidence of reflection, without having done any reflection. For example, a reflector may write that they learned to start assignments earlier and will do so in the future, without actually having engaged with reflection at all – they might just guess that ‘starting assignments earlier’ is a possible conclusion you want to see.

Most assignments are a balance of ‘reflection’ and ‘evidence of reflection’

In reality, very few assignments will be a either pure ‘reflection’ or ‘evidence of reflection’. The goal for you is to find the right balance. Once you know what you want, you should be clear to reflectors about what being successful in the assignment looks like.

The easiest way to demonstrate what good looks like is to provide the reflectors with clear guidelines and examples of the type of reflections you are looking for. You can either write examples yourself or have a look through the Reflectors’ Toolkit, where each of the models have at least one example. You will likely find an example there that can be helpful for you.

List of tools for reflection (in Reflectors’ Toolkit) (LINK)

Reflection is just like any other assignment – avoid vagueness

The need for clear assignment directions is essential in all areas of higher education, however having the discussion specifically for reflection is important. This is because when posing a reflective assignment it can feel easy to consider reflection as ‘special’ and separate from common ‘good academic practice’ and therefore that it does not require the same levels of direction as a general assignment. Reflection should be considered on equal terms with general academic practice and will often require more support as many reflectors are new to the concept.

One reason vague reflection assignments are easy to pose is that they do not seem to restrict the reflectors’ freedom about how to reflect. In contrast, if we provide them with clear requirements and directions it might seem that we do restrict reflection. There is an element of truth in that. If we require as written assignment using a specific model of reflection, we do take some freedom away from the reflectors, at least in how they present their reflections to us. In practice, they can easily produce a private reflection and restructure it according to your question and requirements.

If we do not give the reflectors the structure they need, one challenge is that a high proportion of them might produce reflections not meeting our ideas of sufficient or good.

Posing a reflective assignment saying ‘Reflect on your development and learning in the course in 1000 words’ might seem like a fair question to ask. But compare that to asking them to ‘write an academic essay about the concepts you learned in this course in 1000 words’ and it should be clear why guidelines are important. It is easy to imagine how students would struggle to prioritise and produce an essay with relevant content from the vague essay prompt. This is similar for a vaguely posed reflective assignment without accompanying clear guidelines. How are the reflectors going to guess what we expect from them?

Most people are new to structured reflection

In higher education, most people have an idea of what an essay is supposed to look like because we are taught essay writing from an early age in school. In contrast, most people have never done structured reflection before university, and then are not likely to be thoroughly instructed in how to do or present it. It follows that if we are vague in our instructions we may receive assignments of very varying qualities.

Thus, to be fair to the reflectors and to us as facilitators, be clear and have clear guidelines available. You can ask very broad reflective questions, but you should be ready to support the reflectors and both your criteria and rubrics (if you chose to assess) should be extremely robust.

Providing training/introductions to students is useful

As most people are new to reflection starting in university, when you introduce reflection it can helpful to: provide a thorough written guide of what reflection is, provide people with resources (for example the Reflectors’ Toolkit), and/or spend time in person introducing reflectors to structured reflection and what you expect from reflections.

Find your criteria and your rubric

Once you have a clear assignment, it is important you think about what you want to measure it against, i.e. the criteria. This discussion is also highlighted in the ‘Assessing reflection’ section of the Facilitators’ Toolkit with specific criteria as suggestions.

Moreover, if you decide to use summative assessment for the assignments, you will need to have a clear rubric (criteria broken down into levels of performance). It is good practice to publish both the criteria and rubric to the reflectors prior to assessing them.

To see at what point criteria and rubrics become essential, see ‘Should I assess?’

Assessing reflection (within the Facilitators’ Toolkit)

Should I assess? (within the Facilitators’ Toolkit)

Back to 'How do I introduce reflection?'