University of Oulu

Laura Ketonen, Minna Körkkö & Sanni Pöysä (2023) Authentic assessment as a support for student teachers’ reflection, European Journal of Teacher Education, DOI: 10.1080/02619768.2023.2229004

Authentic assessment as a support for student teachers’ reflection

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Author: Ketonen, Laura1,2; Körkkö, Minna3; Pöysä, Sanni1
Organizations: 1Department of Teacher Education, University of Jyväskylä, Jyväskylä, Finland
2Finnish Institute for Educational Research, University of Jyväskylä, Jyväskylä, Finland
3Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.2 MB)
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Language: English
Published: Informa, 2023
Publish Date: 2023-09-20


Assessment and feedback guide learning. In light of this, the assessment practices of teacher education have received little research. This qualitative study examines student teachers’ discussions in a study unit built on authentic assessment practices: self- and peer assessment of videotapes from authentic performance with research-based rubrics. The aim is to investigate whether authentic assessment supports student teachers’ reflection and, if so, how. The findings show that authentic assessment led students frequently to reflection, and in most cases reflective discussions were induced by students’ self-criticism. We deduced that the encouraging feedback culture between students and between students and the teacher enabled students to be open about their self-critical observations. According to the findings, building a study unit on authentic assessment is a promising way to guide students to reflect on theory and practice and to learn skills that are essential for their future profession.

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Series: European journal of teacher education
ISSN: 0261-9768
ISSN-E: 1469-5928
ISSN-L: 0261-9768
Issue: Latest articles
DOI: 10.1080/02619768.2023.2229004
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Funding: This work was supported by the Ministry of Education and Culture (2019-2021) under Grant Number OKM/79/592/2018.
Copyright information: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.