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The challenge addressed in this paper is the assumption that postgraduate students acquire critical reflection skills automatically during their postgraduate studies. In order to address this challenge the final test undertaken by all students in the Research Methods course over five semesters were analyzed. The Research Methods course in the Masters in Computing degree program is undertaken as the last coursework before students enrol in individual study undertaken as a thesis or dissertation. The thesis attracts half of the credit points for the degree and the dissertation a quarter of the credit points. The Research Methods course is a compulsory prerequisite required before continuing to dissertation or thesis. Inherent in the learning outcomes established for the course is the assumption that critical reflection will be required. There are three assessment items within the course: literature review; research proposal; and reflective test. The reflective test is an ideal means of testing students' own perceptions of how their critical reflection has developed. In this paper a series of questions are posed about the effectiveness of attempting to teach and evaluate critical reflection explicitly at the postgraduate level. Students undertaking research methods in the Masters in Computing degree program were encouraged, but not required, to keep a reflective journal during the semester. Reflective journals were not assessed or evaluated in any way and remained private and confidential to each individual student. Results of the content analysis of the final test of 110 students who undertook Research Methods over five semesters are presented with unexpected results. Reflection Going beyond boundary setting of others Journeying now into inner and still Feelings recorded shape-shifted in flow Chasms appearing from anchoring start Boundary setting of others bridging the gap Wanderers returning own treasures to share Heart-rendered accounts--or reports to be scored Fielden, 2004 Good reflective thinking encompasses a number of levels of activity. At the core of reflection is the notion of awareness of own knowledge, assumptions and past experiences. (Brookfield, 1987) describes reflection as 'the process of hunting out our assumptions and critically examining them'. (Barnett, 1997) suggests that criticality has the following dimensions: transformational or reconstructive; an understanding of how ideas relate to various traditions; reflexivity or self-reflection; and the discipline or self-monitoring of critical thinking. Critical reflection therefore is a multi-faceted activity that takes place internally within each person. It involves the ability to look at the self, the self in relation to others and to the world at large. Reflection embraces the ability to 'stand back from the self' and examine critically own thinking patterns. Critical reflection also requires an internal honesty and integrity as we examine our own thoughts and assumptions. Critical reflection is necessarily an individual activity initially. Educators have explored the finer points of becoming a reflective practitioner in attempting to work out the best strategy to encourage students to become reflective practitioners (Atherton, 2002; Brookfield, 1987; Evans, 1997; Goatley, 1999; Hunt, 1997; Imel, 1992; Schon, 1987). Critical Reflection in Postgraduate Study Course requirements at the postgraduate level require students to become 'critically reflective' therefore critical reflection is essential for the successful completion of this particular postgraduate degree in computing. Without critical reflection it appears difficult for students to interpret research findings gained from analysing research data gathered, reading and reflecting on pertinent literature, and self-reflection of their role as researcher in the process of research. …

Evaluating Critical Reflection for Postgraduate Students in Computing