Authentic assessment as a support for student teachers’ reflection
Ketonen, L., Körkkö, M., & Pöysä, S. (2023). Authentic assessment as a support for student teachers’ reflection. European Journal of Teacher Education, Early online. https://doi.org/10.1080/02619768.2023.2229004
Published inEuropean Journal of Teacher Education
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Assessment and feedback guide learning. In light of this, the assessment practices of teacher education have received little research. This qualitative study examines student teachers’ discussions in a study unit built on authentic assessment practices: self- and peer assessment of videotapes from authentic performance with research-based rubrics. The aim is to investigate whether authentic assessment supports student teachers’ reflection and, if so, how. The findings show that authentic assessment led students frequently to reflection, and in most cases reflective discussions were induced by students’ self-criticism. We deduced that the encouraging feedback culture between students and between students and the teacher enabled students to be open about their self-critical observations. According to the findings, building a study unit on authentic assessment is a promising way to guide students to reflect on theory and practice and to learn skills that are essential for their future profession. ...
Publication in research information system
MetadataShow full item record
Related funder(s)Ministry of Education and Culture
Additional information about fundingThis work was supported by the Ministry of Education and Culture (2019-2021) under Grant Number OKM/79/592/2018
Showing items with similar title or keywords.
Ketonen, Laura; Nieminen, Juuso Henrik (Elsevier BV, 2023)Reflection is a key learning objective of teacher education, yet little is known about the ways in which it could be supported through assessment. In this case study (N = 14), we examine the potential of a novel assessment ...
Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education Maunumäki, Minna; Maunula, Minna; Harju-Luukkainen, Heidi (Sciencedomain International, 2022)Aims: The aim of this study is to fill a gap in research on students' experiences of learning in student-centered assessment feedback practices. The article examines what students tell us about their learning in the context ...
Paakkari, Olli; Paakkari, Leena; Haapala, Henna; Hirvensalo, Mirja (Routledge, 2022)The study explored the latent construct underlying the assessment conceptions and practices of Finnish Health Education teachers (n = 165) in the context of curricula, seeking thereby to identify the teachers’ assessment ...
Ketonen, Laura; Lehesvuori, Sami; Pöysä, Sanni; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Routledge, 2022)The present study compares the feedback themes that groups of teachers (n = 5) and student teachers (n = 15) discussed in a professional development programme concerning teachers’ classroom interaction and formative ...
"Teachers teach so well that it's nice to learn" : a case-study on the role of teacher-to-student feedback in attitude-formation on L2 elementary English lessons Björkman, Kaisa (2015)Arviointi ja palautteenanto ovat oleellisia asioita opettajan jokapäiväisessä työssä. Lisäksi asenteiden tutkiminen on tällä hetkellä suosittu tutkimusala. Tässä tapaustutkimuksessa tutkittiin, millaista vuorovaikutuksellista ...