Document Type
Issue Area Three
Abstract
During the past decade the American educational community has been struggling through a long and difficult labor to achieve a quiet philosophical rebirth. This rebirth is an attempt to create an educational culture where values, beliefs, and customs are built upon reflective inquiry. Dewey and his predecessors believed "that to transform reflection into action consonant with the students' thoughts became the very function of teaching" (Eiseley, 1962, p. 152). The ability to observe intuitively and intellectually, the analysis and reflection of those observations, and the development of intellectually passionate learners therefore are not direct results of an authentic assessment culture, but rather prerequisites to designing one. Authentic assessment emerges as a necessary outcome to present a more genuine picture of the growth and self-actualizing of the philosophical student.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
77
Last Page
81
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Fields, Jeanette L.
(1993)
"A Prerequisite to Authentic Assessment: The Development of a Reflective Classroom,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 21.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/21
