Summative as Formative: Reflective Practices from Pre- Service to In-Service through Teaching Performance Assessments through Teaching Performance Assessments.

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Summative as Formative: Reflective Practices from Pre- Service to In-Service through Teaching Performance Assessments through Teaching Performance Assessments Stephanie Demaree, EdD Vaughn, PhD Notre Dame de Namur University Stephanie Demaree, EdD Kelly Vaughn, PhD Notre Dame de Namur University

  Total 7 case studies   Content Analysis   Coding themes on interconnectedness between three data sets: PACT Daily Reflections, PACT Task 5 Reflection Commentary/Essay, Alumni Survey/ Interview Research Methodology

Context: Comparison of Average PACT Reflection Rubric Scores

Surveys/Interviews PACT Reflection Commentary PACT Daily Reflections Reflect-on-action Reflect-in-action Snapshots of Reflective Practices as a Development Continuum

 I had to decide how I was going to proceed on the spot.”  Ana: “I had to decide how I was going to proceed on the spot.”   Barbara: “we were doing a jigsaw activity...”   Curtis: “the first time I have used the stations activity for this class.”   Diane: “At first, my students all had trouble with their personal KWL chart. None of my students had ever done one before. “   Evette: “Then we moved on to the groups for the poster making. Oh my, what a mess. “   Fran: “Not telling them about the one word that was on the list...”   Georgia: “Pairing with partners...opens up a window to someone else’s thinking process “ Theme 1: PACT as a Formative Context for Taking Risks

Theme 2: Reflection on Risk Taking and the Development Continuum

Theme 3: Development as a Teacher from Pre-Service to In-Service through Reflection

  TPA as a formative assessment tool to improve our programmatic support for students.   Value of reflection as part of their development continuum.   Other reflective assessment experiences as benchmarks along a teacher’s career Discussion and Implications