Reflection as a Strategy for Teaching Performance-Based Assessment

Please use this identifier to cite or link to this item: http://dspace.mediu.edu.my:8181/xmlui/handle/123456789/5035

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DC Field	Value	Language
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	-
Appears in Collections:	Social Sciences

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