Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme

Reflective practice is an essential component of experiential learning and is embedded within the curriculum at York Law School, where the undergraduate law programme is delivered using a problem-based learning model. Using qualitative data from a survey of the markers of one of the summative reflective tasks, and Bernstein's evaluative rules as a theoretical frame, this article explores the assessment traps exposed by this type of assessment....