Learning about learning: An exploration into the effects of self- and peer-assessment on metacognition in the Mathematics classroom.
<p>This action research project sought to explore the effects of formative self- and peer-assessment on the metacognition of a class of fifteen Grade 8 students over a period of fourteen weeks. Weekly problem-solving tasks were assessed quantitively and qualitatively by students and their peer...
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| フォーマット: | 学位論文 |
| 言語: | English |
| 出版事項: |
2019
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