Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/50594
Title: Comparing Student and Teacher Self-Assessment Practices
Authors: Grant, Kimberley A.
Issue Date: May-2014
Citation: Grant, K. "Comparing Student and Teacher Self-Assessment Practices". 2014. In P. Preciado Babb (Ed.). Proceedings of the IDEAS: Rising to Challenge Conference, pp. 159-168. Calgary, Canada: Werklund School of Education, University of Calgary.
Abstract: In constructivist models of education, teachers are positioned as co-learners. This paper raises the question of how we might then apply what we know about student learning to teacher learning through the example of comparing student and teacher self-assessment. A review of academic and professional literature reveals that while the perceived benefits of both student and teacher self-assessment are similar, the current practices are quite different.
URI: http://hdl.handle.net/1880/50594
ISBN: 978-0-88953-376-9
Appears in Collections:IDEAS 2014: Rising to the Challenge

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