A

s
Sentence Completion s
e
&
s
Writing Refection
s
m
e
Reporter: Maluchie T. n
Ferrando
t
II

Sentence Completion
Hermann Ebbinghaus (1879) to test the mental ability
of school children in Germany. He used is test to study his
interest in the development intellectual capacity and
reasoning ability in children.
Amanda Rohde (1946, 1957) decided not to focus on
specifc aspects of personality, but use the measure to
develop a general personality test. She developed the frst
validated personality measure of this kind and discussed
abroad range of personal issues and experience.

 Sentence completion methods are

presentations of the beginning of
sentences which then requests that
the subjects complete the sentence
any way they would like. This method
is based on the idea that it will reveal
more about thoughts, fantasies, and
emotional conficts than testing with
direct questions (Weiner & Greene,
2008).

Example

1. The worst thing about

growing old
2. Other people.

Scoring
Sentence
completi
on

6. Severe conflict: suicidal, severe

family probs, strong negative
attitudes, bizarre
5. Moderate conflict: inferiority,
generalized social difficulty,
psychosomatic complaints, concern
over failure.
4. Mild conflict: specifc c., not
deep-seated or incapacitating.
3. Neutral: neither + or -. Lacking
emotion or personal reference.
2. Specifc positive: + attitude
toward spec. things (e.g., school,
hobbies) and general warm feelings
toward others.
1. General positive: gen + feelings,
optimism, humor, social adjustment

Writing
Refecti
on

Refective writing is
evidence of refective
thinking. In an academic
context, refective
thinking usually
involves: 1 Looking back
at something (often an
event, i.e. something
that happened, but it
could also be an idea or
object).

 Refection is:
Self awareness: thinking of yourself, your
experiences and your view of the world
Self improvement: learning from
experiences and wanting to improve
some area of your life
Empowerment: putting you in control of
making changes and behaving in a
different way

 When you write refectively, use the

three W's:

How to
write
refective
ly

What? (description)
What happened?
Who was involved?
So what? (interpretation)
What is most
important/interesting/relevant/ useful
aspect of the event/idea/situation?
How can it be explained?
How is it similar to/different from
others?
What next? (outcome)
What have I learned?
How can it be applied in the future?

 Here are some tips on what to include in

your refective writing:

What
to
include

Don't just describe explore and explain

what happened.
Be honest it's ok to admit to making
mistakes as well as success. But you
should also show how you understand why
things happen and what you are going to
do to improve.
Be selective you dont have to write
about everything that happened, just key
events or ideas.
Look to the future refect on what
happened in the past and how it will have
an impact on future ideas or activities.

Thank you for

listening