Brookfield’s Critical Incident Questionnaire
Over the course of my professional path I have found Brookfield’s work on critical reflection instrumental in more deeply understanding the teaching and learning process. One way to begin reflective work is to explore the use of the Critical Incident Questionnaire to solicit student insights.
Currently, UMW has a cohort of faculty exploring the use of live formative assessment over the course of the semester with BluePulse2 with Explorance.
Nulton, K., Rigsby, M., & Kayler, M. (2012). Assessing Co-op Writing: two complimentary models. The Teaching Professor Conference, Atlanta, Georgia.
Kayler, M. (2006). Critical pedagogy and portfolio development. American Educational Research Association Annual Meeting, San Francisco, California.
Kayler, M. (2004). Portfolio assessment and teacher development. Academic Exchange Quarterly, 8, 265-274.
Kayler, M. (2004). Professional development in action: Portfolio program assessment and classroom implications. American Educational Research Association Annual Meeting, San Diego, California.
Kayler, M. (2003). Making the invisible more visible: Teachers’ professional development and program effectiveness thru portfolio assessment. American Educational Research Association: Annual Meeting, Chicago, Illinois.
Dutt, K., Tallerico, M., & Kayler, M. (1997). Assessing student teachers: The promise of developmental portfolios. The Teacher Educator. 32(4), 201-215.
Kayler, M., & Dutt, K. (1993). The use of portfolios as an assessment tool with student teachers. Mid-Western Education Research Association Annual Conference, Chicago, Illinois.
Kayler, M. (1993). Using a teaching portfolio as an evaluation tool with student teachers. Edward Kelly Evaluation Conference, Cornell University, New York.