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dc.contributor.authorGrant, Kimberley A.
dc.date.accessioned2015-07-10T19:13:38Z
dc.date.available2015-07-10T19:13:38Z
dc.date.issued2014-05
dc.identifier.citationGrant, 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.en_US
dc.identifier.isbn978-0-88953-376-9
dc.identifier.urihttp://hdl.handle.net/1880/50594
dc.description.abstractIn 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.en_US
dc.languageen
dc.language.isoenen_US
dc.publisherUniversity of Calgaryen_US
dc.titleComparing Student and Teacher Self-Assessment Practicesen_US
dc.typePresentationen_US
dc.description.refereedNoen_US
dc.contributor.facultyWerklund School of Education
dc.publisher.urlhttps://werklund.ucalgary.ca/ideas/en_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/5277


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