“Findings indicated (a) processfolios became a lens through which students focused their growth as reflective teachers; (b) a lack of examples and confusion over specific processfolio requirements was stress inducing; (c) the collaborative nature of working within a peer/faculty cohort was socially, emotionally, and academically valuable; (d) students effectively used the processfolio to demonstrate synthesis of the multiple facets of the graduate music education program.” (p.11)
Silveira, J. M., Beauregard, J., & Bull, T. (2017). Development of the Processfolio: Promoting Preservice Music Teacher Reflection Through Authentic Assessment. Journal of Music Teacher Education, 27(1), 11-23. doi:10.1177/1057083717697632