Self-assessment and self-reflection in higher and distance education : existential reflections

Abstract

This article explores and describes the value of self-assessment and self-reflection reports of adult learners as an integral part of non-venue linked portfolio assignments and examinations in the Department of Communication Science at the University of South Africa. The study is based on a qualitative content analysis of the approximately 9 000 typed or written reports submitted in the module Communication Research during 2002-2006. The results illustrate the extent to which continuous practice of applying self-assessment and self-reflection becomes an integral part of learning in higher and distance education on a personal, cognitive, social and critical level.