Comparing Student and Teacher Self-Assessment Practices
| dc.contributor.author | Grant, Kimberley A. | |
| dc.contributor.faculty | Werklund School of Education | |
| dc.date.accessioned | 2015-07-10T19:13:38Z | |
| dc.date.available | 2015-07-10T19:13:38Z | |
| dc.date.issued | 2014-05 | |
| dc.description.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. | en_US |
| dc.description.refereed | No | en_US |
| dc.identifier.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. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/5277 | |
| dc.identifier.isbn | 978-0-88953-376-9 | |
| dc.identifier.uri | http://hdl.handle.net/1880/50594 | |
| dc.language | en | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Calgary | en_US |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en_US |
| dc.publisher.url | https://werklund.ucalgary.ca/ideas/ | en_US |
| dc.title | Comparing Student and Teacher Self-Assessment Practices | en_US |
| dc.type | Presentation | en_US |