Abstract
AIM: The aim of this study was to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing.
BACKGROUND: Journal writing is often used to gauge skills and knowledge. However, disagreement exists as to whether journals should be graded as students may embellish experiences or write what the instructor wants to read. If students are not engaged in honest reflection, the benefit of reflective practice is reduced.
METHOD: Data were collected using an anonymous online survey. The nonprobability sampling technique was used to examine the existence of a relationship between the grading of reflective journals and student honesty in reflective journal writing.
RESULTS: Findings indicated a statistically significant positive relationship between grading of reflective journals and student honesty.
CONCLUSION: Instead of grading the written component, the process of reflective practice should be assessed, possibly changing to a grade of complete/incomplete.