"Thinking about thinking": challenging first year undergraduates to reflect

This paper describes the triggers for the (re)design of a delivery and assessment mechanism for student reflection in a first year construction technology course at the University of Newcastle, Australia. The paper relates the implemented design to the underpinning theoretical concepts, explaining the subsequent multi-perspective evaluation of its effectiveness. It further discusses the results obtained from the evaluation metrics and concludes with reflections on possible refinements for future implementation.