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Jessica M

https://tspace.library.utoronto.ca/bitstream/1807/30005/1/The%20Reliability%2c%20Validi... - 0 views

    • Jessica M
       
       Most frequently heard is the claim that involving students in the assessment of their work, especially giving them opportunities  to contribute to the criteria on which that work will be judged, increases student engagement in assessment tasks. 
    • Jessica M
       
      Other teachers argue that self-assessment has distinctive features that warrant its use. For example, self-assessment provides information that is not easily determined, such as how much effort students expended in preparing for the task.
    • Jessica M
       
      Still others argue that students learn  more when they know that they will share  responsibility for the assessment of what they have learned. 
Jessica M

http://spfk12.org/cms/lib07/NJ01001501/Centricity/Domain/9/Self-Assessment%20Through%20... - 0 views

    • Jessica M
       
      In the hands of students, a good rubric can orient learners to the concept of quality as defined by experts in a field, inform self- and peer assessment, and guide revision and improvement. Rubrics can be informative as well as evaluative.
    • Jessica M
       
      During self-assessment, students reflect on the quality of their work, judge the degree to which it reflects explicitly stated goals or criteria, and revise. Self-assessment is formative-students assess works in progress to find ways to improve their performance.
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