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Peer reviewed
Direct linkVan Velzen, Joke – Assessment in Education: Principles, Policy & Practice, 2013
Theory on student learning provides that students are able to direct their learning when they have metacognitive knowledge about their own learning processes. In this article, a preliminary attempt to assess untrained high-school students’ metacognitive knowledge of learning processes as an ability through multiple-choice questions is reported. In…
Descriptors: High School Students, Metacognition, Learning Processes, Grade 9
Andrade, Heidi L.; Du, Ying; Mycek, Kristina – Assessment in Education: Principles, Policy & Practice, 2010
This study investigated the relationship between middle school students' scores for a written assignment (N = 162) and a process that involved students in generating criteria and self-assessing with a rubric. Gender, time spent writing, grade level, prior rubric use, and previous achievement in English were also examined. The treatment involved…
Descriptors: Scoring Rubrics, Self Evaluation (Individuals), Middle School Students, Writing (Composition)
Smith, Emma; Gorard, Stephen – Assessment in Education Principles Policy and Practice, 2005
This paper presents the results of an experimental evaluation of a change in assessment practice in one comprehensive secondary school. The school divided 104 Year 7 pupils into four mixed-ability teaching groups. One of these was given enhanced formative feedback on their work for one year, but no marks or grades. The other three groups were…
Descriptors: Feedback, Formative Evaluation, Secondary Schools, Grades (Scholastic)
