DEVELOPMENT, SELECTION AND CONTEXTUAL VALIDATION OF SELF-REFLECTION ASSESSMENT AS A SUPPORTIVE FORMATIVE ASSESSMENT PRACTICE FOR PROSPECTIVE TEACHERS

Abstract

Self-reflection is a known way for students to check what they understand see where they have issues and plan how to get better. Putting a known method into a bigger plan for evaluating students’ needs careful thinking about why it is useful how it fits and if it can be used easily. This study explains how they picked, made, adjusted and checked Self-Reflection (SR) questions as a way to evaluate students in a plan that includes four methods for improving instruction for future teachers. The model has two parts in one pair of practices, Scenario-Based Assessment (SBA) and Justification-Based Assessment (JBA) are primary and two helper parts are supportive, Self-Reflection (SR) and Peer Assessment (PA) grouped with them to make separate pairs. SR was placed with SBA so that SBA gave the way to use what was learned and SR gave a chance for students to look back, reflect and plan to get better. The questions were made through a process that included looking at what others have written checking the Research Methods in Education course making the questions matching them with the course getting experts to check them and making changes. Three experts rated the questions on whether they're good if they fit and if they can be used in educational intervention. The ratings were between .73 and .76; .74 and.75; .75 and.76 for thirty-five prompts at three criteria. These ratings showed that the final questions/prompts fit the setting well. The study shows a repeatable way to make a known technique fit into a bigger plan for evaluating students.