The future of self-assessment in classroom practice: Reframing self-assessment as a core competency
Formative assessment policies argue that student self-assessment of work products and processes is useful for raising academic performance. This view draws on self-regulation of learning theories about setting targets and evaluating progress against criteria as a basis for meta-cognitively informed...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
EARLI
2014-04-01
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| Series: | Frontline Learning Research |
| Subjects: | |
| Online Access: | https://journals.sfu.ca/flr/index.php/journal/article/view/24 |