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Tait-McCutcheon and Knewstubb (2018) conducted a case study to compare the self-, peer- and teacher-assessment dynamics among 34 preservice teachers. Peers and teachers assessed the participants’ products using an assessment rubric and a feedback chart.
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Jun 20, 2022 · Policymakers, students and scholars in educational assessment, educational psychology, and teaching and instruction will find the theoretical explorations and empirical investigations contained...
These issues are explored in this chapter where we compare different models of assessment, highlight the value of self-assessment and suggest an approach whereby self-assessment as a lens for learning can contribute to the identity development and self-determination of learners with diverse learning needs.
Self-assessment helps students set goals for themselves to learn, while peer assessment helps them in contributing constructively to cooperative efforts (Sluijsmans, Dochy, & Moerkerke, 1998).
The purpose of this study was to understand how teachers define student self-assessment (SSA), why teachers use or do not use SSA, and to explore how beliefs might influence teachers’ reasons...
Description . The aim of the activities is to describe and identify different types of assessment used in CLIL contexts. Participants discuss differences between summative and formative assessment and classify descriptions of them. They then match ‘can do’ statements with learning outcomes and do a sample task from TKT: CLIL Part 2. Procedure.
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What is the relationship between self- and peer-assessment?
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In this chapter, you will learn about the purposes of assessment, purposes for teachers and students and other purposes that are legitimately expected by stake-holders who are outside school but who are central to the education process. The chapter, and indeed the book overall, emphasise the diversity of assessment pur-poses.
