Feedback on reflection: comparing rating-scale and forced-choice formats for measuring and facilitating teacher team reflective practice

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.

Keywords:

• Teacher reflection
• reflective practice
• teacher collaboration
• assessment
• forced choice