Reflection as a Strategy for Teaching Performance-Based Assessment

Moira A. Fallon, Susan C. Brown, Blaine C. Ackley
2003 Brock Education: a Journal of Educational Research and Practice  
Educational reform has provided an impetus for teachers to use more authentic assessment in the classroom, having students demonstrate understanding or knowledge through the performance of tasks or skills. Performance-based assessment (PBA) is a concept that inservice teachers and preservice teachers themselves need to understand and use. In this study the authors identify one critical component for PBA participants, that of self-evaluation using the reflective process. Results show that the
more » ... ts show that the process of self-evaluation using reflection is critical to concrete aspects of PBA and has implications for schools, teachers, and students. Several self-reflective activities are presented and qualitative findings are discussed.
doi:10.26522/brocked.v13i1.42 fatcat:4f667xbp2zgr7pueaam2ws2fbq