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This paper traces the development of guidelines to help education instructors effectively evaluate and provide guided practice for student teachers as they reflect on their professional work. The University of Wisconsin River Falls requires student teachers to videotape their teaching experiences, then reflect on how, why, and where they meet Wisconsin learning outcomes and standards with the videotaped assignments. Students must reflect on how to change and improve their instruction and establish goals for professional development. Instructor feedback on students' reflections is an important part of the effort. Researchers reviewed and ranked five preservice teachers' videotaped teaching and reflections. This led to levels of reflection rubric, which divided reflections into high, medium, and low levels. Three students were then assisted with their reflections as they viewed their videotapes, and they engaged in a dialogue about their teaching. New insights gained by the three guided practice sessions included the need to provide instruction on videotaping, guidelines for editing and reflecting, and instructors' need to provide developmentally appropriate reflective assessments and accompanying assessments. A three-stage developmental model for reflective practitioners emerged which applies the six levels of Bloom's Taxonomy and includes the Ten Wisconsin Teaching Standards. Videotape Reflection Feedback Form (rubric for enhancing peer dialogues or faculty assessments of reflective practice) and the same rubric reduced to reflect this assignment are appended. (Contains 20 references.) (SM)

Descriptors: Academic Standards, Developmental Stages, Elementary Secondary Education, Evaluation Methods, Feedback, Higher Education, Preservice Teacher Education, Reflective Teaching, Scoring Rubrics, State Standards, Student Teacher Evaluation, Student Teachers, Videotape Recordings











Autor: Crotty, Teri; Allyn, Debra

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8656&id=ED459174



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