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.
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.