Feedback on reflection: comparing rating-scale and forced-choice formats for measuring and facilitating teacher team reflective practice |
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Authors: | Daniel L. Murphy Bradley A. Ermeling |
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Affiliation: | 1. Research and Innovation Network, Pearson, Austin, USA;2. Research and Innovation Network, Pearson, Tustin, USA |
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Abstract: | This study focused on elements of measurement and feedback for teacher reflective practice. The measurement component examined the use of the Survey of Reflective Practice: A Tool for Assessing Development as a Reflective Practitioner to measure reflective practice and promote reflection, and compared educator responses using rating-scale and forced-choice item formats. The feedback component observed teachers and mentors collaborating to set goals that facilitate growth as a reflective practitioner. Results suggest the instrument can be used to measure and facilitate a teacher team’s level of reflection with one important caveat: our results indicate that there may be a threshold level of reflection necessary before teachers can benefit from the examined collaborative process. In addition, results suggest that the forced-choice item format might help mentors move away from a judging and evaluating mindset to a mindset of thoughtful analysis of the conditions and qualities that most accurately describe the team’s reflective behavior. |
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Keywords: | Teacher reflection reflective practice teacher collaboration assessment forced choice |
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