Assessment as a Magnification of Internal, Parallel, and External Reflection

Abstract

Assessment is a critical component of classroom instruction (Moon, 2002; Nelson, 1993); yet, research indicates that preservice teachers are inadequately trained in assessment procedures (Campbell & Evans, 2000; Stiggins, 2002). For teachers to effectively utilize various assessment approaches they need opportunities to experience these strategies (Yeager & Wilson, 1997) and this is best achieved through the use of modeling in methods courses (Allen & Flippo, 2002; Liebers, 1999). This article describes an experiential assessment approach that utilizes internal, parallel, and external reflection to build self-knowledge within a social studies methods course.