Diversifying Philosophy Assessment through Reflective Writing

Project Summary

Dr Fraser Logan's case study explores the potential for diversifying assessment methods through reflective writing. In 2025 he delivered a session on reflective writing to the Philosophy Department at the University of Warwick. The aim was to explore alternative assessment methods, in line with the practices developed by IATL, and to help tailor reflective writing to the department's teaching objectives.

 

Background and Rationale

Philosophy assessments typically prioritise structured argumentation, critical engagement with sources, and formal writing conventions. Reflective writing is an alternative medium through which to develop and demonstrate philosophical insight as it encourages students to engage with their learning experience in a more personal and exploratory way. Compared to traditional essays, reflective writing may:

• Allow students to draw on personal, or "lived", experiences (relevant to the module)
• Be less prescriptive about form and structure,
• Require fewer sources or formal citations,
• Emphasise a change of thought over time,
• Encourage critical self-reflection on a student's (disciplinary) biases and assumptions.
• Promote creative writing (and therefore thinking) and the development of a unique voice and style.

Objectives

The case study sought to:

1. Introduce reflective writing as an alternative assessment method in philosophy.
2. Address potential concerns and misconceptions about reflective writing.
3. Provide practical guidance on how it could be implemented and assessed
4. Explore how interdisciplinary assessment methods can enhance critical and self-reflective engagement in philosophy modules.

 

Implementation and Considerations

The session encouraged philosophy staff to consider:

• Whether reflective writing should be integrated into existing assessments or developed as a standalone assignment.
• The importance of clear expectations for students, with examples provided to ensure familiarity with the form.
• Organising "skills sessions" or interactive workshops in which students participate in reflective writing activities
• The use and promotion of reflective models, such as:

• Gibbs’ Reflective Cycle¹ (structured reflection on experience and learning),
• Schön's Reflective Model² (reflection-in-action vs. reflection-on-action),
• Free Writing (unstructured reflection to develop clarity of thought).

 

Additionally, the workshop emphasised that reflective writing, in an IATL context, should be:

• Critical rather than purely descriptive,
• Relevant to the module rather than overly personal,
• Structured, with clear key points and conclusions.

 

Assessment and Marking Criteria

Reflective writing can be rigorously assessed using criteria such as:

• Original reflections on philosophical questions,
• Evidence of transformation or revision of thought,
• Integration of personal learning experiences with philosophical literature,
• Self-awareness, including questioning of biases and assumptions,
• Engagement with hopes, fears, and personal connections to philosophical themes.

 

Interdisciplinary and Departmental Integration

As part of Warwick’s broader interdisciplinary education strategy, this case study highlights how alternative assessments can enhance philosophical pedagogy. Other departments at Warwick (represented by PGA Alumni and IATL students) have successfully implemented reflective writing, and philosophy could benefit from a similar diversification of assessments.

 

Next Steps

The case study raised several questions for further exploration:

• How can reflective writing best fit into philosophy curricula while maintaining academic rigour?
• Should each convenor define reflective writing differently, or should the department develop shared guidelines?
• What types of support and skill development should be offered to students before engaging in reflective writing?

 

Conclusion

Reflective writing presents a compelling opportunity to diversify assessment while maintaining depth of critical thought. By incorporating elements of personal engagement and self-reflection, modules, such as those offered by the Philosophy Department, can foster greater intellectual flexibility, creativity, and interdisciplinary thinking among students.

References

Graham Gibbs, Learning by Doing (Further Education Unit: Oxford, 1988)

Donald Schön, The Reflective Practitioner (New York: Basic Books, 1983)

 

Bio

Dr Fraser Logan is a Teaching Fellow of IATL and an Associate Fellow of the Institute of Advanced Study. In 2025/26 he will convene two IATL modules, Your Idea,Your Research and Change.

Fraser received his PhD in Philosophy from Warwick in 2023 with a thesis titled Nietzsche on Honesty. He has authored over 800 original aphorisms and is interested in unconventional forms of philosophical writing, such as life writing and free writing.