| dc.creator |
Moira A. Fallon |
|
| dc.creator |
Susan C. Brown |
|
| dc.creator |
Blaine C. Ackley |
|
| dc.date |
2003 |
|
| dc.date.accessioned |
2013-05-30T12:09:21Z |
|
| dc.date.available |
2013-05-30T12:09:21Z |
|
| dc.date.issued |
2013-05-30 |
|
| dc.identifier |
http://www.ed.brocku.ca/ojs/index.php/brocked/article/download/42/42 |
|
| dc.identifier |
http://www.doaj.org/doaj?func=openurl&genre=article&issn=11831189&date=2003&volume=13&issue=1&spage= |
|
| dc.identifier.uri |
http://koha.mediu.edu.my:8181/jspui/handle/123456789/5035 |
|
| dc.description |
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 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. |
|
| dc.publisher |
Brock University |
|
| dc.source |
Brock Education : a Journal of Educational Research and Practice |
|
| dc.title |
Reflection as a Strategy for Teaching Performance-Based Assessment |
|