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Developing a Critical Lens Among Preservice Teachers While Working Within Mandated Performance-Based Assessment Systems

1 January 2008


This article addresses the dilemma of promoting critical pedagogy within portfolio assessment, which has been implemented in many teacher education programs to meet stale and national mandates for performance-based assessment. It explores how one teacher educator works to move portfolio assessment to a level of critical self-reflection that prepares teachers to address the complex issues presented by a multicultural society. First, this article describes the ways that critical inquiry methods, democratic dialogue, and portfolio assessment can be integrated to the study of theory and preservice teachers' self-reflection as a bridge to developing a critical lens for classroom practioe and a democratic society. Second, it presents preservice teachers' narratives of critical self-reflection.


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