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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 thedoi:10.26522/brocked.v13i1.42 fatcat:4f667xbp2zgr7pueaam2ws2fbq