Reflection as a Strategy for Teaching Performance-Based Assessment

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

الملفات في هذه المادة

الملفات	الحجم	الصيغة	عرض
لا توجد أي ملفات مرتبطة بهذه المادة.