ERIC Number: EJ622915
Record Type: Journal
Publication Date: 2000
Reference Count: N/A
Responding to the Invisible Student.
Assessing Writing, v7 n1 p57-77 2000
Investigates what constitutes good reflection. Describes how one instructor used the Myers-Briggs type indicator (MBTI) to explore her responses to the reflective writing produced by preservice English teachers. Concludes that the MBTI can provide insight into and improve how instructors assign, respond to, and evaluate student reflection. Cautions against using reflective writing as a way to assess student understanding. (SR)
Descriptors: Case Studies, Higher Education, Personality Assessment, Personality Measures, Reflective Teaching, Teacher Student Relationship, Thinking Skills, Writing Evaluation, Writing Improvement, Writing Instruction
Elsevier Science, Inc., 655 Avenue of the Americas, New York, NY 10011.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator