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Assessment Process Reflection Template

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For more downloadable GenAI resources: CTSI Resources

Instructor Note: How to Use this Template

This template is intended as a flexible resource to help students reflect on their assessment process and the use of various supports, including – but not limited to – generative AI tools. Please adapt or personalize the sections to best fit your course context, assessment goals, and class size. You may use this template as a standalone Word document, integrate it into Quercus, MS Forms, or other platforms, or modify it for your preferred submission format. The goal is to make students’ learning processes visible in a meaningful way.

While the focus on process has become particularly important in light of generative AI, these reflections remain valuable even if students have not engaged with AI tools. Feel free to select the components that best align with your assessment objectives.

Student Note: How This Reflection Will Be Used

This form is designed to help you reflect on your process, learning, and ethical use of resources-including AI tools and other supports-during the development of your assessment: [insert title].

Honest reflection and transparent attribution not only demonstrate academic integrity but also foster your growth as a self-aware and independent learner. [For instructors: Below are three methods for integrating this template into your assessment plans.]

  • Example 1 – Graded Assignment: Your responses to this reflection will be assessed as a graded component of your overall assignment. Please answer each prompt thoughtfully and thoroughly, as your insights and honesty will contribute to your grade.
  • Example 2: Completion-Based Activity: This reflection is required for completion, but your responses will not be graded for content. Instead, you will receive credit for thoughtfully engaging with each prompt.
  • Example 3: Standalone Assignment: This reflection is assigned independently, separate from other assessments. It serves as an opportunity for you to consider your learning process and resource use without being directly tied to a specific assignment.

Part 1: Attribution Overview

List all tools, resources, and individuals (including GenAI) that contributed to your assessment. For each, briefly state:

  • What tool/resource/person did you use or consult?
  • What was their/its specific contribution?
  • How did you ensure proper attribution?

Example:

  • Copilot – Used to brainstorm ideas for my introduction. I reviewed and revised the output to match my voice. I have included the prompt and date below.
  • Feedback from the Writing Centre – Helped clarify my main argument. Acknowledged in my resource use and assessment process reflection.

Part 2: Resource Use Reflection

Write a brief paragraph reflecting on your use of tools, resources, and people. Consider the following prompts:

  • Why did you choose each tool/resource/person? What did you hope to achieve?
  • How did you integrate content from these resources into your work (e.g., direct quotes, paraphrasing, inspiration)?
  • What steps did you take to assess whether the resources w accurate, unbiased, and aligned with your learning goals?

Part 3: Assessment Process Reflection

Write a brief paragraph addressing your overall process and learning. You may wish to reflect on:

  • Describe your process for developing the assessment , including your approach for planning, drafting, and refining.
  • How did your argument, ideas, or understanding of the topic evolve as you worked on the assessment?
  • How did this assessment (and use of resources) shape your understanding of the content or learning objectives?
  • What difficulties did you face in working through the assessment, and how did you resolve them?

Part 4: Assessment Process Materials

Attach any relevant materials, such as:

  • AI prompt logs
  • Drafts with tracked changes
  • Written feedback from peers, instructors, or support services
  • List of works cited

Resources

Kent State University. (n.d.). AI use reflection prompts for students.

Metropolitan State University of Denver. (2024). Reflection of GenAI use in Writing Assignment [Document]. In Using generative AI to enhance student learning: Resources and prompt examples.

University of Waterloo Library. (2024). ChatGPT and Generative AI: Attribution and the AID Framework.

Updated May 23, 2025
This work is licensed under a Creative Commons BY-NC-SA 4.0 International License

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