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ERIC Number: EJ1031743
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1941-5257
Influencing and Facilitating Conditions for Developing Reflective Assessment Practice
Rønsen, Anne Kristin; Smith, Kari
Professional Development in Education, v40 n3 p450-466 2014
By following a professional development project focusing on enhancing assessment competence amongst teachers, the current study examines how teachers use reflective writing and systematic discussions as tools for developing competence in assessment. More specifically, the article aims at identifying conditions that influence and facilitate reflection over time. The study is a small-scale qualitative study from a Norwegian context, and the analysis draws on nine teachers' written and oral reflections. The findings suggest that it is possible to identify three closely connected developmental phases in these reflections; describing, explaining and exploring the level of action. By studying the reflection processes throughout these three phases, this paper illuminates various aspects of reflection as a tool in teachers' professional development.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Program for International Student Assessment