Reflexive essays are written assessments where students explore their evolving understanding of a unit’s concepts and theories through critical first-person academic reflection, documenting how their thinking, perspectives and attitudes have developed throughout their learning journey.
Key features
Lane 2: Non-secure assessment
Supported by both in-person and online teaching modes
Transforms traditional essay writing by empowering students to synthesise personal voice and academic discourse, creating authentic learning connections
Creates accessible academic communication through personal voice while maintaining scholarly rigor
Encourages deep reflection, prompting students to articulate connections between unit knowledge, personal growth, and broader social contexts
Reflexive structure highlights the evolving nature of learning and focuses on the knowledge development journey rather than fixed conclusions
Promotes inclusive learning by acknowledging diverse student backgrounds and perspectives
Develops AI literacy alongside reflexive skills, encouraging students to reflect on how AI interactions influence their evolving understanding
How it works
Educators provide clear, comprehensive information on reflexive writing techniques and the distinction between reflexive and reflective approaches
Students receive exemplars demonstrating effective reflexive writing across different disciplines
Educators establish clear guidelines for respectful engagement with sensitive topics
Students choose an issue, claim, or topic to focus on and engage with throughout their essay
Educators clarify that students may use AI tools as mechanisms to explore concepts or provide formative feedback on their reflexive approaches
Educators also highlight that students may have different access to AI tools. Marking for this assessment will be focused on critical thinking, personal insight, and reflexive analysis.
Students engage with unit concepts during classes and independent study, documenting their evolving understanding through a personal lens
Students are encouraged (though not required) to use AI to generate initial questions about their chosen topic, and asked to consider the potential biases of outputs
Students maintain learning journals or notes tracking how their thinking changes over time
Students connect their evolving understanding with real-life applications and cultural contexts, applying their knowledge to contemporary developments
Regular check-ins during class time help verify understanding and deepen learning opportunities
Formative feedback sessions help students distinguish between personal opinion and reflexive academic analysis
Students may experiment with AI for academic language refinement and consider how tools have shaped their own scholarly voice
Students submit written reflexive essays demonstrating authentic engagement with their chosen issue, topic, or claim across their learning journey
Essays should clearly show the evolution of thinking rather than static conclusions
Submissions include evidence of ongoing reflection and critical engagement with course materials
Students also submit a statement detailing how AI tools were used, what was helpful/limiting, and their overall takeaways on how AI shaped their learning journey
Curtin snapshot
Case Study
Dr Liam Lynch
“Reflexiveacademic learningis a process whereby students learn about scholarly concepts in the context of their lived experience; a form of learning where knowledge of the world comes together with self-knowledge.Reflexive writing, then, allows students to see themselves as knowledge creators as theyconnect academic concepts to their own experiences and evolving understanding. I have found that reflexive writtenassessments provide a platform for students to express themselves as cultural researchers and as cultural members in their unique scholarly voice.”
Centre for Aboriginal Studies
Liam’s example assessment
About my unit: Centre for Aboriginal Studies | Under 50 students | Hybrid | Individual work
I designed the reflexive assessment as a way for students to critically explore complex questions around Australian identity and belonging. Rather than asking students to take a definitive stance, the reflexive approach allows them to honestly engage with challenging concepts like settler colonialism, the ethics of memory, and two-way thinking philosophy from their own positionality.
Students document their understanding and development throughout the semester, paying attention to how these concepts have influenced their worldview and knowledge. This is particularly effective because it acknowledges that students come from diverse backgrounds, that they are cultural researchers and cultural participants, and may have different starting points for engaging with Aboriginal perspectives.
The assessment requires students to trace their learning journey, showing how their thinking has evolved rather than presenting a fixed argument. For example, a student might begin by documenting their initial understanding of reconciliation in the settler colonial context, then show how engaging with Aboriginal scholars and community voices has deepened or challenged that understanding.
Effective engagement with the reflexive assessment requires students to be honest about their learning process, including moments of confusion, resistance, or revelation. This creates space for students to write in their own scholarly voice and encourages more genuine engagement with complex cultural concepts.
My advice
An effective reflexive essay requires students to properly understand what we mean when we talk about reflexivity versus reflection. Students often struggle initially with this distinction, so I recommend emphasising that reflexive writing examines how knowledge is constructed and how their position influences their understanding, while reflective writing simply describes experiences.
I provide clear guidelines about respectful engagement, especially when dealing with cultural content. Students need to understand that reflexive writing is an academic endeavour where they represent their lived experiences through their scholarly voice. I also recommend offering multiple check-in opportunities, as this type of writing can be initially triggering.
Suggested marking criteria
Writing demonstrates clear understanding of reflexive methodology, showing how the writer’s position and experiences influence their knowledge construction. Personal examples are relevant, detailed, and effectively integrated to illuminate academic concepts rather than replace them.
Excellent conceptual engagement with detailed exploration of how understanding has evolved. Shows genuine grappling with complex ideas and demonstrates growth in sophistication of thinking throughout the learning journey.
Exceptional demonstration of how perspectives have shifted or deepened. Shows honest engagement with challenging moments in learning and articulates insights gained through the reflexive process.
Effectively integrates scholarly sources to support reflexive analysis. Demonstrates understanding of broader contexts and implications while maintaining authentic personal voice.
Writing maintainsappropriate academic tone while incorporating first-person reflexive approach. Clear organisation shows the evolution of thinking. Proper referencing and acknowledgment of sources.
Note: Marking criteria and weighting are suggested guidelines. Specific descriptions should be adapted to relevant content and learning objectives.
